Parent-Child Reciprocity and the Effectiveness of PEERS

NCT03354923 | Unknown

• 1 other identifier: BIU121216
• Study Type: interventional
• Target: 80
• Locations: 1 country
• Sites: 1

Brief Summary

Early adolescence marks a significant development in teens' social abilities, shifting from play to conversation-based activities, and having stronger and more intimate friendships. Parents contribute to this shift by practicing reciprocal social interaction with their teens. For teens with Autism Spectrum Disorder (ASD) this shift in their peers' social abilities extends their characteristic social deficits even further. Social skills deficits in individuals with ASD are associated with poor adaptive functioning and increased psychopathology. Parents play a pivotal role in caring for and tutoring their children with ASD into adulthood. However, the effect parent-teen reciprocity has on the social skills of adolescents with ASD has not been tested. Furthermore, whereas parent-child reciprocity predicted intervention outcome in young children with ASD, no study has examined this effect in teens with ASD. The proposed study aims to test these questions using the Program for the Education and Enrichment of Relational Skills (PEERS), an evidence-based parent-assisted social skills training program for teens with ASD.

Conditions

Social Skills; Parent-Child Relational Problem

Outcome Measures

Primary Outcomes (2)

• Change from baseline Parent-Adolescent reciprocity paradigm at 4 and 8 months

  This paradigm is designed to test dyadic reciprocity between a parent and an adolescent. Adolescents will be observed in three 10-minute discussions (one positive, one support giving and one negative) with the parent who serves as their PEERS coach: In the positive discussion, parent and teen will be asked to plan a fun outing together. In the support giving the parent and child take turns and each tells the other something sad/disappointing that happened to him/her outside the relationship (with friends, boss, etc.) and the other gives support. After five minutes partners change roles. In the negative discussion they will be asked about a common conflict between them and negotiate it. The three discussions will be videotaped and coded using the Coding Interactive Behavior manual (Feldman, 1998). The CIB is a global rating system for social interactions that includes 52 codes rated on a scale of 1 to 5 which are aggregated into several composites

  Day 0, 4 months and 8 months

• Change from baseline Contextual Assessment of Social Skills at 4 and 8 months

  The CASS is a live role-play assessment of conversational skills developed for adolescents with high-functioning ASD. Conversational skills are assessed via behavioral coding of two semi-structured role-plays (with an interested companion and with a bored companion) and scores on a conversation rating scale. Behaviors coded during the role plays include asking questions, topic changes, vocal expressiveness, gestures, positive affect, posture, kinesics arousal, social anxiety, involvement in the conversation, quality of rapport, and an overall score. Psychometric properties of the CASS are good, with mean internal consistency of .83 and mean inter-rater reliability of .68. The CASS was reported as a sensitive measure of change in an evaluation of a social skills program for young adults with ASD (White, Scarpa, Conner, Maddox, \& Bonete, 2014).

  Day 0, 4 months and 8 months

Secondary Outcomes (11)

• Change from baseline Social Responsiveness Scale at 4 and 8 months

  Day 0, 4 months and 8 months

• Change from baseline The Social Skills Improvement System at 4 and 8 months

  Day 0, 4 months and 8 months

• Change from baseline Friendship Qualities Scale

  Day 0, 4 months and 8 months

• Change from baseline Quality of Play Questionnaire at 4 and 8 months

  Day 0, 4 months and 8 months

• Change from baseline Test of Adolescent Social Skills Knowledge at 4 and 8 months

  Day 0, 4 months and 8 months

Study Arms (2)

immediate intervention group

EXPERIMENTAL

Immediate PEERS intervention

Behavioral: PEERS intervention

delayed intervention

OTHER

delayed PEERS intervention to begin after experimental group

Behavioral: PEERS intervention

Interventions

PEERS intervention BEHAVIORAL

PEERS is a 14-week manualized social skills treatment program that targets the friendship skills of adolescents with ASD. In the Israeli adaptation of PEERS, two meeting were extended. An adolescents group will be held concurrently with the parents group in different rooms. Both groups will begin the session with homework review, followed by a didactic social skills lesson, utilizing the teaching methods of modeling and role-playing. In order to practice the newly learned social skills,a behavioral rehearsal interaction will be assigned in the adolescents group. Finally,Socialization homework assignments designed to address further mastery and generalization of newly learned skills within the natural social environment will be assigned too.

delayed intervention; immediate intervention group

Eligibility Criteria

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

You may qualify if:

• Capable and willing to provide informed assent
• Diagnosed with ASD (high functioning)
• IQ \> 80

You may not qualify if:

• Intellectual Disability
• History of significant head injury or neurological illness
• Current diagnosis of substance dependence

Sponsors & Collaborators

• Bar-Ilan University, Israel: lead

Study Sites (1)

Bar Ilan University

Ramat Gan, 5290002, Israel

Location

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  RESULT

MeSH Terms

Conditions

Social Skills

Condition Hierarchy (Ancestors)

Social Behavior; Behavior

Study Officials

• Irit Mor, MD

  Association for Children at Risk

  PRINCIPAL INVESTIGATOR

Study Design

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

Study Record Dates

• First Submitted: January 29, 2017
• First Posted: November 28, 2017
• Study Start: January 1, 2016
• Primary Completion: August 1, 2018
• Study Completion: August 1, 2019
• Last Updated: February 26, 2019

Record last verified: 2019-02

Locations

IL (1)