Autism Spectrum Disorder Clinical Trial
Official title:
Feasibility and Effectiveness of Online Peer Companion Intervention on Children With Autism Spectrum Disorders
Verified date | February 2024 |
Source | Peking University |
Contact | n/a |
Is FDA regulated | No |
Health authority | |
Study type | Interventional |
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. What is the acceptability and adherence of OPCI; 2. Whether OPCI is effective on the social abilities and mental health of ASD children; 3. What impact does OPCI have on ordinary children and parents of both children?
Status | Completed |
Enrollment | 100 |
Est. completion date | October 31, 2023 |
Est. primary completion date | October 31, 2023 |
Accepts healthy volunteers | Accepts Healthy Volunteers |
Gender | All |
Age group | 7 Years to 15 Years |
Eligibility | Inclusion Criteria of ASD Children: - 7-15 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. Exclusion Criteria of ASD Children: - Diagnosed as moderate or severe ASD; - Unable or unwilling to communicate with peers independently - No phones or other alternative electronic devices for the intervention Inclusion Criteria of Ordinary Children: - 9-18 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. Exclusion Criteria of Ordinary Children - 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 |
Country | Name | City | State |
---|---|---|---|
China | Peking University | Beijing | Beijing |
Lead Sponsor | Collaborator |
---|---|
Peking University |
China,
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. — View Citation
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
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. — View Citation
Type | Measure | Description | Time frame | Safety issue |
---|---|---|---|---|
Primary | 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) | |
Primary | 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) | |
Primary | 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 | |
Primary | 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 | Mental Health of Ordinary Children | We explored the effectiveness of OPCI on the mental health of ordinary children participants through some self-report and parent-report scales, including the 25-item Revised Child Anxiety and Depression Scale (RCADS), Perceived Stress Scale (PSS), Self Acceptance Questionnaire (SAQ), Connor-Davidson resilience scale (CD-RISC), and so on. | 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. | |
Secondary | Social Ability of Ordinary Children | We explored the effectiveness of OPCI on the social ability of ordinary children participants through self-report and parent-report Social Skills Rating Systems (SSRS) | 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 | Mental Health of Parents | We explored the effectiveness of OPCI on the mental health of both children's parents through some self-report scales, including the General Anxiety Disorder Scale-7 (GAD-7), Patient Health Questionnaire-9 (PHQ-9), Perceived Stress Scale-4 (PSS-4), Self Acceptance Questionnaire (SAQ), Connor-Davidson resilience scale (CD-RISC), and so on. | 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. |
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