Transition Support Program for Young Adults With Autism Spectrum Disorders

NCT02439671 | Completed

• 1 other identifier: Max Bell / McGill x-209094
• Study Type: interventional
• Target: 34
• Locations: 1 country
• Sites: 1

Brief Summary

This study investigates a service delivery model to better support young adults with autism spectrum disorders (ASD) in the transition from school to the community. The effectiveness of the "McGill Transition Support Program", a small-group format intervention (meeting once a week for 2 hours over 10 weeks) focusing on communication, self-determination and working with others skills, is measured by multiple pre- and post-program-assessments in a "staggered enrollment trial", a variant of a randomized controlled trial (RCT).

Conditions

Autism Spectrum Disorder

Keywords

Transition Support Program for young adults

Outcome Measures

Primary Outcomes (3)

• Change in Social problem-solving task (Channon & Crawford, 2010)

  4-6 weeks prior to session, 4-6 weeks after session

• Change in Arc's Self-Determination Scale (SDS; Wehmeyer & Kelchner, 1995)

  4-6 weeks prior to session, 4-6 weeks after session, and 12 month follow-up post-Program

• Change in Quality of Life Questionnaire (Shalock & Keith, 1993)

  4-6 weeks prior to session, abridged version: 4-6 weeks after session and 12 month follow-up post-Program

Secondary Outcomes (5)

• Curriculum-specific workbook questions

  every week for 9 weeks at the end of group intervention meetings

• Participant Program Evaluation Survey (Flanagan & Nadig, 2012)

  4-6 weeks after Program and 12 month follow-up post-Program

• Parent Program Evaluation Survey (Flanagan & Nadig, 2012)

  4-6 weeks after Program

• Questionnaire on vocational, educational and living situation outcomes

  12 month follow-up post-Program

• Communication task (Nadig, Vivanti, & Ozonoff, 2009)

  4-6 weeks prior to session, 4-6 weeks after session

Study Arms (2)

Immediate intervention

EXPERIMENTAL

Participant assigned to McGill Transition Support Program in next available session

Behavioral: McGill Transition Support Program

Waiting List control

NO INTERVENTION

Participant assigned to waiting list for one session prior to receiving McGill Transition Support Program in following session

Interventions

McGill Transition Support Program BEHAVIORAL

The McGill Transition Support Program is manual-based, including 15 modules of curriculum, five in each of the following domains of skills: * Social communication (e.g. listening, perspective taking) * Self-determination (e.g. problem-solving, self-advocacy) * Working with others (e.g. knowing your context, teamwork) Nine out of the 15 modules are selected for each group according to the common needs endorsed by participants on a needs assessment questionnaire. Each group consists of 4 adults and two facilitators who were graduate students in Speech Language Pathology or Educational Psychology. The intervention follows a Self-Determination Learning Model of Instruction (SDLMI) that considers the individual's strengths and needs in the development of personal goals and plans for one's future. A workbook is used to accompany each module with the aim of having the participants practice and generalize the main content messages.

Immediate intervention

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64)

You may qualify if:

• proficient and able to communicate in English
• between the ages of 18 and 30 years upon entering the study
• ASD classification according to scores on either or both the Social Communication Questionnaire-Lifetime (SCQ) and the Autism Diagnostic Observation Schedule-2 (ADOS-2, Module 4 revised algorithm)
• Either or both non-verbal IQ, assessed by Raven's Progressive Matrices, or verbal IQ assessed by Wechsler Abbreviated Scales of Intelligence, verbal subtests, in the normal range

You may not qualify if:

• current enrollment in another similar transition support service, that is, a group-format service that has the goals of improving the areas of social interaction and communication, self-determination and advocacy, and working with others skills

Sponsors & Collaborators

• McGill University: lead

Study Sites (1)

McGill University

Montreal, Quebec, Canada

Location

Related Publications (20)

• Channon S, Crawford S. Mentalising and social problem-solving after brain injury. Neuropsychol Rehabil. 2010 Oct;20(5):739-59. doi: 10.1080/09602011003794583. Epub 2010 Jun 1.

  PMID: 20526955 BACKGROUND

• Ganz ML. The lifetime distribution of the incremental societal costs of autism. Arch Pediatr Adolesc Med. 2007 Apr;161(4):343-9. doi: 10.1001/archpedi.161.4.343.

  PMID: 17404130 BACKGROUND

• Mercer SL, DeVinney BJ, Fine LJ, Green LW, Dougherty D. Study designs for effectiveness and translation research :identifying trade-offs. Am J Prev Med. 2007 Aug;33(2):139-154. doi: 10.1016/j.amepre.2007.04.005.

  PMID: 17673103 BACKGROUND

• Nadig A, Vivanti G, Ozonoff S. Adaptation of object descriptions to a partner under increasing communicative demands: a comparison of children with and without autism. Autism Res. 2009 Dec;2(6):334-47. doi: 10.1002/aur.102.

  PMID: 19998354 BACKGROUND

• Taylor JL, Seltzer MM. Changes in the autism behavioral phenotype during the transition to adulthood. J Autism Dev Disord. 2010 Dec;40(12):1431-46. doi: 10.1007/s10803-010-1005-z.

  PMID: 20361245 BACKGROUND

• Howlin P, Goode S, Hutton J, Rutter M. Adult outcome for children with autism. J Child Psychol Psychiatry. 2004 Feb;45(2):212-29. doi: 10.1111/j.1469-7610.2004.00215.x.

  PMID: 14982237 BACKGROUND

• Barnard J, Harvey V, Potter D, Prior A. Ignored or ineligible? The reality for adults with autism spectrum disorders. The National Autistic Society report for Autism Awareness Week. 2001. London: NAS publications.

  BACKGROUND

• Flangan T, Nadig A. Transition Support Needs Assessment. 2012

  BACKGROUND

• Graetz JE. Autism grows up: opportunities for adults with autism. Disability and Society. 2010;25(1):33-47.

  BACKGROUND

• Hendricks DR, Wehman P. Transition from school to adulthood for youth with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities. 2009;24(2):77-88.

  BACKGROUND

• Levy A, Perry A. Outcomes in adolescents and adults with autism: A review of the literature. Research in Autism Spectrum Disorders. 2011;5(4):1271-1282.

  BACKGROUND

• Lord C, Rutter M, DiLavore PC, Risi S. Autism Diagnostic Observation Schedule (ADOS). 1999. Los Angeles, CA: Western Psychological Association.

  BACKGROUND

• Raven J, Raven JC, Court JH. Manual for Raven's Progressive Matrices and Vocabulary Scales. 2003, updated 2004. San Antonio, TX: Pearson Assessment.

  BACKGROUND

• Rutter M, Bailey A, Berument SK, Lord C, Pickles A. Social Communication Questionnaire (SCQ). 2003. Los Angeles, CA: Western Psychological Services.

  BACKGROUND

• Schalock R, Keith K. Quality of Life Questionnaire. 1993, 2004 Revision. Worthington, OH: IDS Publishing.

  BACKGROUND

• Wechsler D. Wechsler Abbreviated Scales of Intelligence (WASI). 1999. San Antonio, TX: The Psychological Corporation/Harcourt Assessment.

  BACKGROUND

• Wehmeyer ML, Field S. Self-determination: Instructional and assessment strategies. 2007. Thousand Oaks, CA: Corwin Press.

  BACKGROUND

• Wehmeyer ML. Student self-report measure of self- determination for students with cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities. 1996;31:282-293.

  BACKGROUND

• Wehmeyer ML, Kelchner K. The Arc's Self-Determination Scale. 1995. Arlington, TX: Arc National Headquarters.

  BACKGROUND

• Nadig A, Flanagan T, White K, Bhatnagar S. Results of a RCT on a Transition Support Program for Adults with ASD: Effects on Self-Determination and Quality of Life. Autism Res. 2018 Dec;11(12):1712-1728. doi: 10.1002/aur.2027. Epub 2018 Nov 19.

  PMID: 30451392 DERIVED

MeSH Terms

Conditions

Autism Spectrum Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Officials

• Aparna Nadig, Ph.D.

  School of Communication Sciences and Disorders, McGill University

  PRINCIPAL INVESTIGATOR

• Tara Flanagan, Ph.D.

  Department of Educational and Counselling Psychology, McGill University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Ph.D.

Study Record Dates

• First Submitted: May 4, 2015
• First Posted: May 12, 2015
• Study Start: May 1, 2012
• Primary Completion: July 1, 2015
• Study Completion: July 1, 2016
• Last Updated: May 9, 2017

Record last verified: 2017-05

Locations

CA (1)