Optimizing Social and Communication Outcomes for Toddlers With Autism
NCT ID: NCT00999778
Last Updated: 2012-08-16
Study Results
Results pending
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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Recruitment Status
COMPLETED
Clinical Phase
NA
Total Enrollment
86 participants
Study Classification
INTERVENTIONAL
Study Start Date
2008-07-31
Study Completion Date
2012-08-31
Brief Summary
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This project will examine the efficacy of two different treatment approaches aimed at facilitating change in social and communications outcomes of toddlers with autism.
Detailed Description
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The proposed research tests a theoretically and empirically derived treatment approach aimed at facilitating change in joint attention interactions between caregivers and their toddlers with autism. Young children with autism show impairments in engaging in joint attention skills such as pointing and showing. The importance of joint attention is underscored by data showing that these skills are important to later development of language. Yet these interaction and skills deficits have rarely been the focus of systematic intervention efforts, particularly with caregivers. Moreover, current interventions for young children wiht autism are behavioral in approach, therapist driven, and often exclude the lowest functioning and developmentally youngest children. Thus, targeting these deficits in developmentally young children using familiar caregivers may result in better language outcomes for these children.
The overarching goal of the proposed project is to rigorously test an intervention program for caregivers and their toddlers with autism that is developmentally informed, child-centered and focused on joint attention intervention with their toddlers versus mothers who receive parent education about autism and child development.
The Primary aims of this research are as follows:
* Aim 1: To determine if caregiver mediated intervention on joint engagement is superior to caregiver education on social communication and language outcomes in children.
* Aim 2: To determine if skill development in the context of caregiver child interaction transfers to interactions with classroom teachers and peers.
* Aim 3: To examine characteristics of families and children that best predict social-communication outcome.
The overarching goal of the proposed project is to rigorously test an intervention program for caregivers and their toddlers with autism that is developmentally informed, child-centered and focused on joint attention intervention with their toddlers versus mothers who receive parent education about autism and child development.
The Primary aims of this research are as follows:
* Aim 1: To determine if caregiver mediated intervention on joint engagement is superior to caregiver education on social communication and language outcomes in children.
* Aim 2: To determine if skill development in the context of caregiver child interaction transfers to interactions with classroom teachers and peers.
* Aim 3: To examine characteristics of families and children that best predict social-communication outcome.
Conditions
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Autism Spectrum Disorder
Keywords
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Autism
Social and Communication Deficits in Autism
Parent and Caregiver interventions with children with Autism
Autism Spectrum Disorder
ASD
Study Design
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Allocation Method
RANDOMIZED
Intervention Model
PARALLEL
Primary Study Purpose
TREATMENT
Blinding Strategy
SINGLE
Caregivers
Study Groups
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Caregiver Education Intervention
10 1:1,one hour sessions weekly for 10 weeks with parent and interventionist. Behavioral education strategies will be targeted
Group Type
ACTIVE_COMPARATOR
Caregiver-Education Intervention
Intervention Type
BEHAVIORAL
The caregiver meets 1 time (1 hour each session) a week for 10 weeks with an interventionist - caregiver will receive information on child development and have the opportunity to ask questions and discuss the information vis-a-vis their own child
Caregiver-Mediated Intervention
One hour 1:1 with parent, child and interventionist, each week, for 10 weeks social communication and joint engagement strategies will be targeted
Group Type
ACTIVE_COMPARATOR
Caregiver-Mediated Intervention
Intervention Type
BEHAVIORAL
1 (two- 1/2 jour sessions weekly) hour of intervention per week for 10 weeks in which parents and their child meet with the interventionist together using the caregiver as a means to facilitate change in their child's development
Interventions
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Caregiver-Mediated Intervention
1 (two- 1/2 jour sessions weekly) hour of intervention per week for 10 weeks in which parents and their child meet with the interventionist together using the caregiver as a means to facilitate change in their child's development
Intervention Type
BEHAVIORAL
Caregiver-Education Intervention
The caregiver meets 1 time (1 hour each session) a week for 10 weeks with an interventionist - caregiver will receive information on child development and have the opportunity to ask questions and discuss the information vis-a-vis their own child
Intervention Type
BEHAVIORAL
Eligibility Criteria
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Inclusion Criteria
* Child meets screening criteria for PDD
* Not currently enrolled in a pre-existing intervention program
* Parent is available for intervention
* Child must be ready to start in the Early Childhood Partial Hospitalization Program (ECPHP) at UCLA
* Not currently enrolled in a pre-existing intervention program
* Parent is available for intervention
* Child must be ready to start in the Early Childhood Partial Hospitalization Program (ECPHP) at UCLA
Exclusion Criteria
* Child does not have other sensory or genetic disorders
* Children already on medication on the outset, although we find few toddlers already on medication when they begin treatment. If children begin medication after treatment commences, then we will keep all informatin and data pertaining to possible medication effects and statistically convey medication use if necessary
* Co-morbidity, participant diagnosed with other diseases
* Family/participant unable to follow-up
* Children already on medication on the outset, although we find few toddlers already on medication when they begin treatment. If children begin medication after treatment commences, then we will keep all informatin and data pertaining to possible medication effects and statistically convey medication use if necessary
* Co-morbidity, participant diagnosed with other diseases
* Family/participant unable to follow-up
Minimum Eligible Age
18 Months
Maximum Eligible Age
36 Months
Eligible Sex
ALL
Accepts Healthy Volunteers
No
Sponsors
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Autism Speaks
OTHER
Sponsor Role
collaborator
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
NIH
Sponsor Role
lead
Responsible Party
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Connie Kasari
Professor of Psychological Studies in Education and Psychiatry
Responsibility Role
PRINCIPAL_INVESTIGATOR
Principal Investigators
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Connie Kasari, Ph.D
Role: PRINCIPAL_INVESTIGATOR
University of California, Los Angeles
Locations
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University of California Los Angeles
Los Angeles, California, United States
Site Status
Countries
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United States
References
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Schlink A, Williams J, Pizzano M, Gulsrud A, Kasari C. Parenting stress in caregiver-mediated interventions for toddlers with autism: An application of quantile regression mixed models. Autism Res. 2022 Feb;15(2):353-365. doi: 10.1002/aur.2637. Epub 2021 Nov 19.
Reference Type
DERIVED
Gulsrud AC, Hellemann G, Shire S, Kasari C. Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder. J Child Psychol Psychiatry. 2016 May;57(5):606-13. doi: 10.1111/jcpp.12481. Epub 2015 Nov 3.
Reference Type
DERIVED
Kasari C, Gulsrud A, Paparella T, Hellemann G, Berry K. Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. J Consult Clin Psychol. 2015 Jun;83(3):554-63. doi: 10.1037/a0039080. Epub 2015 Mar 30.
Reference Type
DERIVED
Related Links
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http://www.Autism.ucla.edu
UCLA Center for Autism Research and Treatment Web Site
Other Identifiers
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