Joint Attention-Based Occupational Therapy Intervention in Pre-Schoolers With Autism Spectrum Disorder

NCT05106166 | Completed DMC

• 1 other identifier: 2020/126
• Study Type: interventional
• Target: 20
• Locations: 1 country
• Sites: 1

Brief Summary

In order to support the development of preschool children, joint attention training with activities incorporated in their natural routines can support the achievement of occupational therapy goals. This study explores the adjunctive benefit of a joint attention-based occupational therapy program offered in addition to the usual special education program (USEP) compared to USEP alone. The present study was designed as a randomized controlled study, including pre-post testing. The Social Communication Questionnaire (SCQ), Autism Behaviour Checklist (ABC), and A Motor-Free Visual Perception Test 4 (MVPT-4) were implemented to measure the participants' conditions before and after the intervention.

Conditions

Autism Spectrum Disorder; Social Communication; Behavior Problem; Visual Perceptual Weakness

Outcome Measures

Primary Outcomes (1)

• Autistic Behavior Checklist (ABC)

  The ABC is among the scales used for screening and evaluating education in autism in many countries. The ABC consists of five sub-dimensions: sensory, relating, body or object use, language, and social and self-help. The total score is between 0-159. Minimum score is 159. Maximum score is 0.

  12 weeks

Secondary Outcomes (2)

• Social Communication Questionnaire (SCQ)

  12 weeks

• Motor-free Visual Perception Test-4 (MVPT-4)

  12 weeks

Study Arms (2)

Experimental group: occupational therapy program + the usual special education program (USEP)

EXPERIMENTAL

The practitioner used the less-to-more orientation to get the child to respond to the offer of joint attention. For example, if the child did not respond to the joint attention offer within 5-10 seconds, practitioner first directed the child, used exaggerated gestures, gave a moving hint if he still did not respond, and physically slowly directed the child's head towards the target if he still did not respond. In addition, the practitioner gave a verbal command (practitioner said: look at how his arms are waving, pointing to the toy, now look at me). When the child looked at the toy and reacted, he again gave enthusiastic and activity-appropriate feedback (e.g. he tickled the child, saying, "Isn't it weird, is there ever such a long arm?"). The child's interest and leadership in the activities were followed, including what the child did and said. Positive feedback was then provided.

Behavioral: Occupational Therapy

Control group: the usual special education program (USEP)

ACTIVE COMPARATOR

The USEP studied was including gross motor skills, communication skills, preschool preparation skills, and self-care skills. The control group of the study consisted of children attending the USEP.

Behavioral: Occupational Therapy

Interventions

Occupational Therapy BEHAVIORAL

occupational therapy sessions are based on the joint attention

Control group: the usual special education program (USEP); Experimental group: occupational therapy program + the usual special education program (USEP)

Eligibility Criteria

• Age: 4 Years - 6 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• diagnosed with ASD
• consenting to participate in the study.

You may not qualify if:

• The study did not include children who had a co-morbid condition other than ASD
• had no previous education or training.

Sponsors & Collaborators

• Hacettepe University: lead

Study Sites (1)

Hacettepe University

Ankara, 06180, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Autism Spectrum Disorder; Communication; Mental Disorders

Interventions

Occupational Therapy

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Behavior

Intervention Hierarchy (Ancestors)

Rehabilitation; Aftercare; Continuity of Patient Care; Patient Care; Therapeutics

Study Officials

• Sümeyye Belhan Çelik, PhD

  Hacettepe University

  PRINCIPAL INVESTIGATOR

Study Design

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

Model Details: This prospective studies that measure the effectiveness of occupational therapy intervention. Randomized controlled trials (RCT) are prospective studies that measure the effectiveness of a new intervention or treatment. Participants are recruited and randomly assigned to either the intervention or the comparator group. It is important to ensure that at the time of recruitment there is no knowledge of which group the participant will be allocated to; this is known as concealment. It is examined whether there is any difference in the results of the study intervention and also the intervention and control group are compared.

Study Record Dates

• First Submitted: October 22, 2021
• First Posted: November 3, 2021
• Study Start: April 1, 2020
• Primary Completion: February 2, 2021
• Study Completion: June 5, 2021
• Last Updated: November 3, 2021

Record last verified: 2021-11

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)