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Research in Autism: Parent Intervention

NCT ID: NCT01258465

Last Updated: 2010-12-13

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

39 participants

Study Classification

INTERVENTIONAL

Study Start Date

2005-01-31

Study Completion Date

2009-12-31

Brief Summary

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The purpose of this research project was to systematically compare two widely used types of intervention programs for children with autism within a parent training model. In one condition, randomly assigned children were provided with an intervention that typically results in acquisition of expressive words in a large percentage of children diagnosed as having autism, using a well-documented manualized intervention focused on verbal expressive communication only (Pivotal Response Training, PRT). In the other condi¬tion, randomly assigned children received a widely used intervention on the same social communication functions using a well-documented manualized augmentative system of intervention (Picture Exchange Communica¬tion System, PECS) that has been reported to produce verbal and nonverbal communication in large percentages of children diagnosed with autism. Children in the two conditions were compared for development of verbal and nonverbal communication, changes in disruptive behavior, changes in symptoms of autism, and general adaptive behavior gains. In addition, parent satisfaction and stress measures were gathered in order to assess the effects of each intervention on family functioning.

Detailed Description

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Conditions

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Autistic Disorder

Keywords

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Communication Pivotal Response Training Picture Exchange Communication System

Study Design

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Allocation Method

RANDOMIZED

Intervention Model

PARALLEL

Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

Study Groups

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Pivotal Response Training

A naturalistic behavioral intervention designed to facilitate verbal communication.

Group Type ACTIVE_COMPARATOR

Pivotal Response Training

Intervention Type BEHAVIORAL

Naturalistic behavioral protocol designed to teach vocal communication.

Picture Exchange Communication System

Intervention Type BEHAVIORAL

Pictorially-based behavioral protocol designed to teach communication to nonverbal children via pictures icons.

Picture Exchange Communication System

Pictorially-based behavioral protocol designed to facilitate communication via picture icons.

Group Type ACTIVE_COMPARATOR

Picture Exchange Communication System

Intervention Type BEHAVIORAL

Pictorially-based behavioral protocol designed to teach communication to nonverbal children via pictures icons.

Interventions

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Pivotal Response Training

Naturalistic behavioral protocol designed to teach vocal communication.

Intervention Type BEHAVIORAL

Picture Exchange Communication System

Pictorially-based behavioral protocol designed to teach communication to nonverbal children via pictures icons.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* Diagnosis of Autistic Disorder or At Risk of Autistic Disorder
* Age 2-0 to 3-11 years of age
* Use of fewer than 10 functional words at intake

Exclusion Criteria

* Primary diagnosis of mental retardation
* Neurologic pathology (e.g., PKU, encephalitis, brain trauma)
* Major sensory impairment
Minimum Eligible Age

24 Months

Maximum Eligible Age

47 Months

Eligible Sex

ALL

Accepts Healthy Volunteers

No

Sponsors

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University of California, San Diego

OTHER

Sponsor Role lead

Responsible Party

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University of California, San Diego

Principal Investigators

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Laura E Schreibman, Ph.D.

Role: PRINCIPAL_INVESTIGATOR

University of California, San Diego

Robert L Koegel, Ph.D.

Role: PRINCIPAL_INVESTIGATOR

University of California, Santa Barbara

Locations

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University of California, San Diego Psychology Department

La Jolla, California, United States

Site Status

University of California, Santa Barbara, School of Education, Department of Clinical, Counseling, and School Psychology

Santa Barbara, California, United States

Site Status

Countries

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United States

Other Identifiers

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MH39434

Identifier Type: -

Identifier Source: org_study_id