Relationship Training for Children With Autism and Their Peers
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Purpose
This study will determine whether peer interaction training interventions are effective in enhancing the social relationships of children with autism.
| Condition | Intervention |
|---|---|
|
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 Type: | Interventional |
| Study Design: | Allocation: Randomized Endpoint Classification: Efficacy Study Intervention Model: Parallel Assignment Masking: 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 ] [ Designated as safety issue: No ]
| Enrollment: | 60 |
| Study Start Date: | September 2003 |
| Study Completion Date: | June 2008 |
| Primary Completion Date: | June 2008 (Final data collection date for primary outcome measure) |
| Arms | Assigned Interventions |
|---|---|
|
Experimental: 1
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.
|
|
Experimental: 2
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.
|
|
Experimental: 3
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.
|
Detailed Description:
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 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.
Eligibility| Ages Eligible for Study: | 6 Years to 11 Years |
| Genders Eligible for Study: | Both |
| Accepts Healthy Volunteers: | Yes |
Inclusion Criteria for Autistic and Nonautistic Participants:
- Autistic OR nonautistic peer of autistic child
- Full inclusion in a classroom with nonautistic children
- Currently in kindergarten or grades 1 through 5
- IQ higher than 70
- Expectation to stay in the same school and classroom for the duration of the study
- Able to provide parent consent and child assent
Exclusion Criteria:
- Mental age-equivalent less than 4 years
- Conditions other than autism, or sensory or motor impairments
Contacts and Locations| United States, California | |
| University of California, Los Angeles | |
| Los Angeles, California, United States, 90095 | |
| Principal Investigator: | Marian Sigman | University of California, Los Angeles |
More Information
Additional Information:
No publications provided by National Institute of Mental Health (NIMH)
Additional publications automatically indexed to this study by ClinicalTrials.gov Identifier (NCT Number):
| Responsible Party: | Connie Kasari, PhD, University of California, Los Angeles |
| ClinicalTrials.gov Identifier: | NCT00095420 History of Changes |
| Other Study ID Numbers: | U54 MH68172, DDTR BD-DD |
| Study First Received: | November 4, 2004 |
| Last Updated: | October 27, 2008 |
| Health Authority: | United States: Federal Government |
Keywords provided by National Institute of Mental Health (NIMH):
|
Interpersonal Relationships Child |
Additional relevant MeSH terms:
|
Autistic Disorder Child Development Disorders, Pervasive Mental Disorders Diagnosed in Childhood Mental Disorders |
ClinicalTrials.gov processed this record on February 21, 2013
