Relationship Training for Children With Autism and Their Peers
|Autism Autistic Disorder||Behavioral: Social skills training targeting children with autism Behavioral: Social skills training of peers without autism Behavioral: Combination treatment of social skills/education about autism Behavioral: Usual training|
|Study Design:||Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: None (Open Label)
|Official Title:||Peer Related School Interventions in Autism|
- Social network involvement of autistic children [ Time Frame: Measured before and after treatment and at 3-month follow-up ]
|Study Start Date:||September 2003|
|Study Completion Date:||June 2008|
|Primary Completion Date:||June 2008 (Final data collection date for primary outcome measure)|
Participants with autism will receive social skills training targeting children with autism
Behavioral: Social skills training targeting children with autism
Sessions will focus on improving the social skills of autistic children. Thirty-minute sessions will be held twice a week for 6 weeks.
Participants without autism will receive social skills training to increase acceptance of peers with autism
Behavioral: Social skills training of peers without autism
Sessions will involve educating the peers of autistic children to increase their acceptance of their autistic peers. Thirty-minute sessions will be held twice a week for 6 weeks.
Participants with and without autism will receive a combination treatment of social skills/education about autism
Behavioral: Combination treatment of social skills/education about autism
The combination treatment includes children with and without autism. Sessions will involve social skills training and education about autism to increase acceptance of autistic peers. Training will be conducted twice a week for 6 weeks
Active Comparator: 4
Participants with and without autism will receive usual training provided by their school district
Behavioral: Usual training
Participants will receive the usual training offered in their local school districts.
Children with autism often have poor relationships with other children during their childhood and through their adult lives. A number of peer-related intervention models have been developed, but these models have not been thoroughly reviewed or implemented within the school setting. This study will examine the social inclusion of children with autism, following different peer-related interventions training children with autism and their peers.
Children will be randomly assigned to one of four interventions that comprise all autistic children, all nonautistic children, or a mixed group of both. The first intervention focuses on improving the social skills of autistic children. The second intervention involves educating the peers of autistic children to increase their acceptance of their autistic peers. The third intervention is a combination of the first two interventions. Children assigned to the fourth intervention will receive the usual training offered in their local school districts. Training for each group will be conducted twice a week for 6 weeks.
Characteristics of the autistic child will be assessed through an interview that evaluates intelligence quotient (IQ), language skills, and social interaction. Teachers will be asked to complete a questionnaire describing the autistic child and his or her interaction with peers. The autistic children will complete a friendship survey, clinical global impressions scales, and a battery of neuropsychiatric tests. All assessments will be conducted at study start and again at study completion.
Please refer to this study by its ClinicalTrials.gov identifier: NCT00095420
|United States, California|
|University of California, Los Angeles|
|Los Angeles, California, United States, 90095|
|Principal Investigator:||Marian Sigman||University of California, Los Angeles|