Feasibility and Effectiveness of OPCI on ASD Children

NCT06262230 | Completed DMC

• 1 other identifier: OPCI on ASD Children
• Study Type: interventional
• Target: 100
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this interventional study was to explore the feasibility and effectiveness of online peer companion intervention (OPCI) on the social abilities and mental health of ASD children. The main questions it aims to answer are:

1. 1.What is the acceptability and adherence of OPCI;
2. 2.Whether OPCI is effective on the social abilities and mental health of ASD children;
3. 3.What impact does OPCI have on ordinary children and parents of both children?

Conditions

Autism Spectrum Disorder

Keywords

Autism Spectrum Disorder; Peer-Mediated Intervention

Outcome Measures

Primary Outcomes (4)

• Social Behavior of ASD Children

  We explored the effectiveness of OPCI on the social behavior of ASD participants through some parent-report scales, including the Social Responsiveness Scale (SRS) and the Strengths and Difficulties Questionnaire (SDQ).

  Pre-test, two process measurements (after 6th and 9th session, respectively), post-test, and follow-up (1, 2, 3 and 6 months after the intervention)

• Mental Health of ASD Children

  We explored the effectiveness of OPCI on the mental health of ASD participants through the parent-report 25-item Revised Child Anxiety and Depression Scale (RCADS).

  Pre-test, two process measurements (after 6th and 9th session, respectively), post-test, and follow-up (1, 2, 3 and 6 months after the intervention)

• Intervention Process Screen Recording Coding

  We coded the screen recording of interventions to explore the effectiveness and influencing factors of OPCI. Videos for each dyad will be conducted by a trained undergraduate student. This work will be carried out under the guidance and supervision of a professional clinical psychologist.

  each session

• Symptom Severity

  We explored the effectiveness of OPCI on the ASD symptoms through the Autism Behavior Checklist (ABC), which is a parent-report scale

  Pre-test, two process measurements (after 6th and 9th session, respectively), post-test, and follow-up (1, 2, 3 and 6 months after the intervention)

Secondary Outcomes (3)

• Mental Health of Ordinary Children

  Pre-test, two process measurements (after 6th and 9th session, respectively), post-test, and follow-up (1, 2, 3 and 6 months after the intervention) or only measure at pre-test, post-test and follow-up.

• Social Ability of Ordinary Children

  Pre-test, two process measurements (after 6th and 9th session, respectively), post-test, and follow-up (1, 2, 3 and 6 months after the intervention)

• Mental Health of Parents

  Pre-test, two process measurements (after 6th and 9th session, respectively), post-test, and follow-up (1, 2, 3 and 6 months after the intervention) or only measure at pre-test, post-test and follow-up.

Study Arms (1)

paired ASD and ordinary children

EXPERIMENTAL

In this prevent study, ordinary children will be paired with children with ASD based on ages, hobbies, and other aspects.

Behavioral: Online Inclusive Companionship Intervention

Interventions

Online Inclusive Companionship Intervention BEHAVIORAL

After prior intervention, professionals will conduct a lecture for ordinary children, which includes basic knowledge of ASD and communication skills with ASD children. These ordinary children will be paired with ASD children then. The entire intervention including 12 sessions will last for 3 months. Researchers will prepare a series of themes that the ASD children could choose, and the ordinary children need to ask their paired ASD children what activities they want to choose before each session. Then, they will carry out this entertainment online together through Tencent WeMeet. A researcher will supervise online at the same time and record the communication through instant video. The Researcher will turn off the video and sound throughout the process and will not intervene in the conversation between the ASD children and ordinary children except for special circumstances.

paired ASD and ordinary children

Eligibility Criteria

• Age: 7 Years - 15 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• years old and diagnosed as mild ASD;
• Basic ability to speak independently and fluently communicate with peers;
• Could use mobile phones, tablets, computers, or other electronic devices for this online intervention.

You may not qualify if:

• Diagnosed as moderate or severe ASD;
• Unable or unwilling to communicate with peers independently
• No phones or other alternative electronic devices for the intervention
• years old with normal development, no diagnosis of ASD, learning disabilities, ADHD, and other mental disorders;
• Lively and outgoing, able to assume the role of topic organizer in communication with peers;
• Could use mobile phones, tablets, computers, or other electronic devices for this online intervention.
• Diagnosis of ASD or other neurodevelopmental and mental disorders;
• Introverted or unwilling to play with peer ASD children
• No phones or other alternative electronic devices for the intervention

Sponsors & Collaborators

• Peking University: lead

Study Sites (1)

Peking University

Beijing, Beijing Municipality, 100871, China

Location

Related Publications (3)

• Chen YL, Schneider M, Patten K. Exploring interpersonal and environmental factors of autistic adolescents' peer engagement in integrated education. Autism. 2022 Jul;26(5):1255-1266. doi: 10.1177/13623613211046158. Epub 2021 Sep 18.

  PMID: 34541934 BACKGROUND

• Zercher C, Hunt P, Schuler A, Webster J. Increasing joint attention, play and language through peer supported play. Autism. 2001 Dec;5(4):374-98. doi: 10.1177/1362361301005004004.

  PMID: 11777255 RESULT

• Jones, V. (2007). 'I felt like I did something good'-The impact on mainstream pupils of a peer tutoring programme for children with autism. British Journal of Special Education, 34(1), 3-9. https://doi.org/10.1111/j.1467-8578.2007.00447.x

  RESULT

MeSH Terms

Conditions

Autism Spectrum Disorder

Condition Hierarchy (Ancestors)

Child Development Disorders, Pervasive; Neurodevelopmental Disorders; Mental Disorders

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Model Details: In this study, ordinary children will be paired with ASD children according to age, hobbies and other conditions

Study Record Dates

• First Submitted: November 12, 2022
• First Posted: February 15, 2024
• Study Start: November 20, 2022
• Primary Completion: October 31, 2023
• Study Completion: October 31, 2023
• Last Updated: February 15, 2024

Record last verified: 2024-02

Data Sharing

• IPD Sharing: Will not share

Locations

CN (1)