Tailoring Treatment Targets for Early Autism Intervention in Africa

NCT04068688 | Completed Results

• 2 other identifiers: Pro001030451R21MH120696
• Study Type: interventional
• Target: 73
• Locations: 1 country
• Sites: 1

Brief Summary

Naturalistic Developmental Behavioral Interventions (NDBIs), an evidence-based early autism spectrum disorder (ASD) intervention approach, target key behaviors that help language development. While efforts to use NDBIs are increasing worldwide, important gaps in our knowledge remain on whether the behaviors targeted by NDBIs are cross-culturally valid. This study in South Africa, a multi-cultural setting, will provide critical information on NDBI treatment targets and a novel digital outcome measure of treatment response. COVID-19 adaptations: We aim to develop and implement telehealth NDBI coaching and utilize a mixed methods approach to gather implementation and preliminary effectiveness data on the telehealth intervention.

Conditions

Autism Spectrum Disorder

Keywords

NDBI; Autism

Outcome Measures

Primary Outcomes (14)

• Supported Joint Engagement Measured by the Joint Engagement Rating Inventory (JERI)

  Child engagement states measured by the Joint Engagement Rating Inventory (JERI) ; in the ASD group; the typically developing group; and the developmental delay group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates a very low rating and no time spent in that engagement state, 4 is the midpoint indicating the moderate time and quality of episodes in an engagement state, and 7 indicates a very high rating and high-quality engagement.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Coordinated Joint Engagement Measured by the Joint Engagement Rating Inventory (JERI)

  Child engagement states measured by the Joint Engagement Rating Inventory (JERI) in the ASD group; the typically developing group; and the developmental delay group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates a very low rating and no time spent in that engagement state, 4 is the midpoint indicating the moderate time and quality of episodes in an engagement state, and 7 indicates a very high rating and high-quality engagement.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Symbol-infused Joint Engagement Measured by the Joint Engagement Rating Inventory (JERI)

  Child engagement states measured by the Joint Engagement Rating Inventory (JERI) in the ASD group; the typically developing group; and the developmental delay group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates a very low rating and no time spent in that engagement state, 4 is the midpoint indicating the moderate time and quality of episodes in an engagement state, and 7 indicates a very high rating and high-quality engagement.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Fluency and Connectedness Measured by the Joint Engagement Rating Inventory (JERI)

  Caregiver-child dyadic exchanges measured by the Joint Engagement Rating Inventory (JERI) in the ASD group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates no interaction between the dyad, a rating of 7 indicates a balanced dyadic exchange that flows naturally back and forth.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Shared Routines and Rituals Measured by the Joint Engagement Rating Inventory (JERI)

  Caregiver-child dyadic exchanges measured by the Joint Engagement Rating Inventory (JERI) in the ASD group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates no interaction between the dyad, a rating of 7 indicates a balanced dyadic exchange that flows naturally back and forth.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Scaffolding Measured by the Joint Engagement Rating Inventory (JERI)

  Caregiver strategies measured by the Joint Engagement Rating Inventory (JERI) in the ASD group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates that the caregiver rarely uses the caregiver strategy to support the child's activity and language. A rating of 7 indicates that the caregiver frequently uses appropriate strategies to support and expand their child's activity and language.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Following in on a Child's Focus Measured by the Joint Engagement Rating Inventory (JERI)

  Caregiver strategies measured by the Joint Engagement Rating Inventory (JERI) in the ASD group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates that the caregiver rarely uses the caregiver strategy to support the child's activity and language. A rating of 7 indicates that the caregiver frequently uses appropriate strategies to support and expand their child's activity and language.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Caregiver Affect Measured by the Joint Engagement Rating Inventory (JERI)

  Caregiver strategies measured by the Joint Engagement Rating Inventory (JERI) in the ASD group. Joint Engagement Rating Inventory contains eighteen 7-point Likert scale items that characterized various aspects of joint engagement. The items were designed to span the range of possibilities likely to be observed during interactions with 18- to 30-month-old TD children as well as similarly aged and older children with developmental difficulties, including ASD. A rating of 1 indicates that the caregiver rarely uses the caregiver strategy to support the child's activity and language. A rating of 7 indicates that the caregiver frequently uses appropriate strategies to support and expand their child's activity and language.

  Baseline and Follow-up (after 12 intervention sessions, up to 3 months)

• Initiation of Joint Attention (IJA) Measured by the Early Social Communication Scales (ESCS)

  Joint attention skills will be measured using the Early Social Communication Scales (ESCS) in the ASD group; the typically developing group; and the developmental delay group. The ESCS assesses nonverbal communication skills, is normed for typically developing children 18 to 30 months of age in addition to children with developmental delay expressive language level is in approximately the same range. Frequency scores for initiation of joint attention (IJA) will be derived from behavioral observations during a series of tasks presented by an examiner blind to child diagnosis. IJA score ranges from 0 to 100 where a higher value indicates greater initiation of joint attention.

  Baseline

• Response to Joint Attention (RJA) Measured by the Early Social Communication Scales (ESCS)

  Joint attention skills will be measured using the Early Social Communication Scales (ESCS) in the ASD group; the typically developing group; and the developmental delay group. The ESCS assesses nonverbal communication skills, is normed for typically developing children 18 to 30 months of age in addition to children with developmental delay expressive language level is in approximately the same range. Frequency scores for response to joint attention (RJA) will be derived from behavioral observations during a series of tasks presented by an examiner blind to child diagnosis. RJA score ranges from 0 to 20 where a higher value indicates greater response to joint attention.

  Baseline

• Language and Communication Developmental Quotient on the Griffiths Scales of Child Development 3rd Edition (Griffiths-III)

  The Griffiths Scales of Child Development, Third Edition (Griffiths III) is a comprehensive, developmental measure for continuous use from birth to 5 years 11 months (71 months). Although not standardized in South Africa (standardization samples are from the United Kingdom and Ireland), this developmental assessment is widely used in South Africa. The Griffiths III provides an overall measure of a child's development, as well as an individual profile of strengths and needs across five areas: Foundations of Learning; Language and Communication; Eye and Hand Coordination; Personal-Social-Emotional; and Gross Motor. Developmental quotients (DQs) were calculated by (Developmental Age/Chronological Age) \*100. Griffiths III DQs range from 1 to 100 where higher scores indicate that the child performs at or near expected chronological age as compared with a normative sample of children the same age.

  Baseline and Follow up (after 12 intervention sessions, up to 3 months)

• Personal-Social-Emotional Developmental Quotient on the Griffiths Scales of Child Development 3rd Edition (Griffiths-III)

  The Griffiths Scales of Child Development, Third Edition (Griffiths III) is a comprehensive, developmental measure for continuous use from birth to 5 years 11 months (71 months). Although not standardized in South Africa (standardization samples are from the United Kingdom and Ireland), this developmental assessment is widely used in South Africa. The Griffiths III provides an overall measure of a child's development, as well as an individual profile of strengths and needs across five areas: Foundations of Learning; Language and Communication; Eye and Hand Coordination; Personal-Social-Emotional; and Gross Motor. Developmental quotients (DQs) were calculated by (Developmental Age/Chronological Age) \*100. Griffiths III DQs range from 1 to 100 where higher scores indicate that the child performs at or near expected chronological age as compared with a normative sample of children the same age.

  Baseline and Follow up (after 12 intervention sessions, up to 3 months)

• Socialization Subscale Standard Score on the Vineland Adaptive Behavior Scales - 3rd Edition (VABS-3)

  The Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) is an individually-administered measure of adaptive behavior that is widely used to assess individuals with intellectual, developmental, and other disabilities. The Vineland-3 contains 5 domains each with 2-3 subdomains. The main domains are: Communication, Daily Living Skills, Socialization, Motor Skills, and Maladaptive Behavior. The Caregiver Interview Form uses the Vineland semistructured interview technique to elicit information about the examinee's adaptive functioning from a parent or caregiver. Item responses are collected on a 3-point Likert scale with values representing 0 (never), 1 (sometimes), and 2 (usually or often) to capture frequency of target behavior. Some items require binary responses (yes/no). The VABS-3 Socialization subscale score ranges from 20-140 where a higher score indicates greater frequency of target behavior.

  Baseline and Follow up (after 12 intervention sessions, up to 3 months)

• Communication Subscale Standard Score on the Vineland Adaptive Behavior Scales - 3rd Edition (VABS-3)

  The Vineland Adaptive Behavior Scales, Third Edition (Vineland-3) is an individually-administered measure of adaptive behavior that is widely used to assess individuals with intellectual, developmental, and other disabilities. The Vineland-3 contains 5 domains each with 2-3 subdomains. The main domains are: Communication, Daily Living Skills, Socialization, Motor Skills, and Maladaptive Behavior. The Caregiver Interview Form uses the Vineland semistructured interview technique to elicit information about the examinee's adaptive functioning from a parent or caregiver. Item responses are collected on a 3-point Likert scale with values representing 0 (never), 1 (sometimes), and 2 (usually or often) to capture frequency of target behavior. Some items require binary responses (yes/no). The VABS-3 Communication subscale score ranges from 20-140 where a higher score indicates greater frequency of target behavior.

  Baseline and Follow up (after 12 intervention sessions, up to 3 months)

Secondary Outcomes (4)

• Acceptability of Telehealth Intervention (as Measured by the Acceptability of Intervention Measure, AIM)

  Follow-up (within 2 weeks of ending sessions)

• Appropriateness of Telehealth Intervention (as Measured by the Intervention Appropriateness Measure, IAM)

  Follow-up (within 2 weeks of ending sessions)

• Feasibility of Intervention (as Measured by the Feasibility of Intervention Measure, FIM)

  Follow-up (within 2 weeks of ending sessions)

• Fidelity of Intervention Delivery, as Measured by the Caregiver ESDM Fidelity Rating System

  Baseline and Follow-up (up to 4 months)

Other Outcomes (4)

• Postural Sway Measured by the SenseToKnow App

  Baseline and Baseline and Follow up (after 12 intervention sessions, up to 3 months) ASD group; Baseline typically developing and developmental delay group

• Gaze Patterns Measured by the SenseToKnow App

  Baseline and Baseline and Follow up (after 12 intervention sessions, up to 3 months) ASD group; Baseline typically developing and developmental delay group

• Social Referencing Measured by the SenseToKnow App

  Baseline and Baseline and Follow up (after 12 intervention sessions, up to 3 months) ASD group; Baseline typically developing and developmental delay group

Study Arms (6)

Caregiver-Child Dyads with ASD (Autism Spectrum Disorder)

EXPERIMENTAL

Participants in this arm will be caregivers of and children with ASD.

Behavioral: Early Start Denver Model (ESDM)

Children with typical development

NO INTERVENTION

Participants in this arm will be children with typical development.

Children with developmental delay

NO INTERVENTION

Participants in this arm will be children with developmental delay.

Caregiver-Child Dyads with ASD (Autism Spectrum Disorder) Telehealth Adaptation

EXPERIMENTAL

Participants in this arm will be caregivers of and children with ASD receiving telehealth intervention (adaptation due to COVID-19 restrictions).

Behavioral: Telehealth coaching

Early Childhood Development (ECD) Practitioners and ECD Practitioner School Supervisors

NO INTERVENTION

The ECD worker and/or school supervisor are 1) employed by our participating recruitment partners (Western Cape Education Department Schools) and 2) involved in delivery of the caregiver coaching sessions, either in person or remotely.

Early Start Denver Model (ESDM) Supervisors

NO INTERVENTION

The local supervisors are 1) trained ESDM therapist, 2) supervise weekly coaching sessions in the schools, and/or 3) supervise remote intervention delivery sessions.

Interventions

Early Start Denver Model (ESDM) BEHAVIORAL

Twelve one hour sessions, skill is introduced by "Help is in your hands" Community ESDM videos. Session skills include specific strategies caregivers can use to increase their child's attention to people and their child's communication; strategies to identify, create and use joint activity routines to engage with and teach their child; in addition to ways to use the ABCs of learning to teach their child new behaviors. "Help is in your hands" Community ESDM materials also provide video examples of other caregivers using the session skill with their child. The early childhood development practitioner then coaches the caregiver in the session skill, in at least two activities. The goal of coaching was to provide enough support for the caregiver to experience success in implementing the new skill with their child. Coaching is followed by caregiver reflection and a discussion of generalization of the new skill across various daily activities, using a daily activities visual aid.

Caregiver-Child Dyads with ASD (Autism Spectrum Disorder)

Telehealth coaching BEHAVIORAL

The telehealth coaching intervention was informed by the Community-Early Start Denver Model (C-ESDM) materials. Twelve session-specific visuals with simple-text (for caregivers) and session scripts (for non-specialist coaches) were developed by the research team. Over 12, 1-hour asynchronous caregiver coaching sessions that are delivered by non-specialists, caregivers were coached in strategies to increase child attention to their social world, increase child communication, create and build joint activity routines, and understand and use the ABCs to support the development of new behaviors. The session itself being delivered via phone. Prior to the coaching session staff shared session materials with the family via WhatsApp. Prior to the session the caregiver shared a 6-min video of an interaction with their child. During the session, the caregiver and coach reviewed the video, and the caregiver completed a self-reflection checklist.

Caregiver-Child Dyads with ASD (Autism Spectrum Disorder) Telehealth Adaptation

Eligibility Criteria

• Age: 18 Months - 72 Months
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• For ASD, DD, TD groups
• Subject family speaks isiXhosa, Afrikaans, or English
• Child's ethnicity/race is African or Coloured (A South African term for individuals with mixed racial heritage)
• Child lives within an area served by the recruitment sites
• For the ASD group only:
• Child meets criteria for an ASD diagnosis based upon DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) criteria and informed by the ADOS-2 (Autism Diagnostic Observation Schedule) administered by research reliable raters
• Caregiver is at least 18 years old
• For the developmental delay (DD) group only:
• Child screens positive on the Ten Questions and negative for ASD on the ABC
• Child has been diagnosed with developmental delay by a developmental pediatrician
• For the typically developing (TD) group only:
• Child screens negative on the Ten Questions and negative for ASD on the ABC
• For the Early Childhood Development (ECD) Practitioners and Early Childhood Development Practitioner School Supervisors group:
• Employed by participating recruitment partners (Western Cape Education Department Schools)
• Involved in delivery of the caregiver coaching sessions, either in person or remotely

You may not qualify if:

• For all groups (ASD, DD, TD)
• Significant sensory or motor impairment
• Major physical abnormalities
• History of serious head injury and/or neurological disease
• For the ASD group:
• Presence of a neurological disorder of known etiology (for e.g., Downs Syndrome)
• Caregiver-child dyad unable to attend assessments and 12 coaching sessions
• For the developmental delay (DD) group
• Autism diagnosis based on DSM 5 criteria
• For typically developing (TD group:
• Autism diagnosis based on DSM 5 criteria

Sponsors & Collaborators

• Duke University: lead
• University of Cape Town: collaborator
• National Institute of Mental Health (NIMH): collaborator

Study Sites (1)

University of Cape Town

Cape Town, West Cape, South Africa

Location

MeSH Terms

Conditions

Autism Spectrum Disorder; Autistic Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Results Point of Contact

• Title: Lauren Franz MBChB, MPH
• Organization: Duke University

lauren.franz@duke.edu

919-681-0023

Study Officials

• Lauren Franz, MB, CHB

  Duke University

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: Yes

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: NONE
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Model Details: Note the autism group will be the only group to receive intervention. The typically developing and developmental delay group will receive one baseline assessment, and no intervention. COVID-19 necessitated a pivot from in-person to telehealth coaching.

Study Record Dates

• First Submitted: August 20, 2019
• First Posted: August 28, 2019
• Study Start: September 1, 2019
• Primary Completion: August 26, 2021
• Study Completion: August 26, 2021
• Last Updated: December 2, 2022
• Results First Posted: December 2, 2022

Record last verified: 2022-11

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ICF
• Time Frame: As per NDAR requirements

Locations

ZA (1)