Study of Peer Relationships at School

NCT01011764 | Completed

• 2 other identifiers: G09-04-021-01AUA3MC11055
• Study Type: interventional
• Target: 200
• Locations: 1 country
• Sites: 5

Brief Summary

The goal of this study is to compare the effects of two separate, manualized group interventions designed to improve social outcomes for young children with autism. The first type of group intervention utilizes a social skill curriculum delivered to a small group of children with autism at their school. This type of group will be referred to as the Skills group (SKILLS intervention). The other intervention delivers a social engagement curriculum at the children's school site and includes children with autism and typically developing peers, from the same school. This type of group will be referred to as the School Engagement Group (ENGAGE intervention).

Conditions

Autism

Keywords

social networks; friendships; autism spectrum disorder

Outcome Measures

Primary Outcomes (1)

• The Friendship Survey

  Before treatment, after treatment, and 2 months after treatment

Secondary Outcomes (1)

• Friendship Qualities Scale

  Before treatment, after treatment, and 2 months after treatment

Study Arms (2)

SKILLS group

ACTIVE COMPARATOR

The SKILLS intervention targets a specific set of social skills over 8 bi-weekly sessions. The intervention is delivered to a small group of children with autism at school during lunchtime. The content delivered to the group of young children with autism including lessons developed from a manual by Seattle Children's Hospital Research Foundation. Children are given weekly homework assignments to reinforce the topics discussed in the group sessions.

Behavioral: SKILLS vs ENGAGE

ENGAGE group

EXPERIMENTAL

The ENGAGE intervention targets two social domains, and two learning contexts. The two social domains are peer acceptance and social engagement with peers. The social group will be small and include children with ASD as well as their typical peers. There will be a greater number of typical peers included to model social behaviors and foster friendships. The typical peers will be selected based on results from the friendship survey and teacher nominations. The two learning contexts are direct instruction in a group social skills format during lunchtime and individualized embedded generalization activities in the school day.

Behavioral: SKILLS vs ENGAGE

Interventions

SKILLS vs ENGAGE BEHAVIORAL

The investigators plan to contrast 2 different models for social skills groups. Each model involves 16 45-minute bi-weekly sessions, twice a week with a small group of children with ASD. Details of the 2 intervention models are described below.

ENGAGE group; SKILLS group

Eligibility Criteria

• Age: 7 Years - 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Children are between the ages of 7 and 12 years in grades 2-5.
• Children have a clinical diagnosis of autism or PDD-NOS, and/or meet criteria on the ADOS for ASD or autism.
• Children have an IQ of 70 or above
• Children are fully included in a typical classroom for 80% or more of the school day
• Children are expected to stay in the school or the classroom for the duration of the study.
• Families with low SES and/or from racial/ethnic minority backgrounds

You may not qualify if:

• Children must not have additional diagnoses or sensory or motor impairments.

Sponsors & Collaborators

• Health Resources and Services Administration (HRSA): lead
• Florida State University: collaborator
• Johns Hopkins University: collaborator
• University of Michigan: collaborator
• University of Washington: collaborator

Study Sites (5)

University of California, Los Angeles

Los Angeles, California, United States

Location

Florida State University

Tallahassee, Florida, United States

Location

Kennedy Krieger Institute

Baltimore, Maryland, United States

Location

University of Michigan

Ann Arbor, Michigan, United States

Location

University of Washington

Seattle, Washington, United States

Location

Related Publications (4)

• Bauminger N, Kasari C. Loneliness and friendship in high-functioning children with autism. Child Dev. 2000 Mar-Apr;71(2):447-56. doi: 10.1111/1467-8624.00156.

  PMID: 10834476 BACKGROUND

• Chamberlain B, Kasari C, Rotheram-Fuller E. Involvement or isolation? The social networks of children with autism in regular classrooms. J Autism Dev Disord. 2007 Feb;37(2):230-42. doi: 10.1007/s10803-006-0164-4.

  PMID: 16855874 BACKGROUND

• Kasari C, Freeman SF, Bauminger N, Alkin MC. Parental perspectives on inclusion: effects of autism and Down syndrome. J Autism Dev Disord. 1999 Aug;29(4):297-305. doi: 10.1023/a:1022159302571.

  PMID: 10478729 BACKGROUND

• Robertson K, Chamberlain B, Kasari C. General education teachers' relationships with included students with autism. J Autism Dev Disord. 2003 Apr;33(2):123-30. doi: 10.1023/a:1022979108096.

  PMID: 12757351 BACKGROUND

MeSH Terms

Conditions

Autistic Disorder; Autism Spectrum Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Connie Kasari, Ph.D.

  University of California, Los Angeles

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: DOUBLE
• Who Masked: PARTICIPANT, OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: FED
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Professor of Psychological Studies in Education and Psychiatry

Study Record Dates

• First Submitted: November 10, 2009
• First Posted: November 11, 2009
• Study Start: September 1, 2009
• Primary Completion: June 1, 2012
• Study Completion: August 1, 2012
• Last Updated: August 16, 2012

Record last verified: 2012-08

Locations

US (5)