Study Results
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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COMPLETED
NA
120 participants
INTERVENTIONAL
2015-07-31
2020-06-30
Brief Summary
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Detailed Description
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The J-EMT communication intervention is tailored to the specific social communication characteristics of children with ASD and is delivered during a critical period in early communication development for these children.
In this study, the investigators compare this blended intervention (J-EMT) to a business as usual (BAU) comparison group. Children assigned to the J-EMT group will receive a total of 48, 1-hour direct intervention sessions over six months that will include teaching their parents to implement J-EMT procedures across daily activities.
The investigators will examine social communication and child vocalizations, expressive and receptive language, symbolic play, and symbol-infused joint engagement to determine whether J-EMT changes both a primary functional outcome and the underlying specific skills that contribute to effective social communication in children with ASD.
Results from this study will indicate the efficacy of this variation of parent-plus-therapist-implemented EMT (i.e., J-EMT) specifically tailored to the characteristics of young children with ASD.
Conditions
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Study Design
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RANDOMIZED
SINGLE_GROUP
TREATMENT
SINGLE
Study Groups
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J-EMT for Toddlers with Autism
The J-EMT intervention:(a) teach foundational social communicative behaviors, (b) teach related skills that predict long term language outcomes, (c) teach a range of communicative functions, (d) target specific spoken language skills as well as foundational skills, (e) incorporate instructional methods, contexts, and partners that increase social use of language in natural contexts, and (f) promote generalization and maintenance of newly learned skills to everyday activities and routines. In addition, because parents are essential partners for young children with ASD who are learning to communicate, studies are needed that (g) include parents and (h) specify the method and fidelity of parent instruction and fidelity and dosage with which parents use the trained strategies
J-EMT for Toddlers with Autism
Children assigned to the J-EMT group will receive a total of 48, 1-hour direct intervention sessions over six months that will include teaching their parents to implement J-EMT procedures across daily activities.
Business as Usual Control Group
All children, regardless of group assignment will participate in all assessments. Children randomized to the control group will not receive intervention, but will complete all other research procedures. Other treatments that all children receive in the community will be recorded with bi-monthly surveys.
No interventions assigned to this group
Interventions
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J-EMT for Toddlers with Autism
Children assigned to the J-EMT group will receive a total of 48, 1-hour direct intervention sessions over six months that will include teaching their parents to implement J-EMT procedures across daily activities.
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
* A diagnosis of ASD as confirmed by the ADOS-2 (module 1)
* Signed informed consent
* Parent willing to be trained
Exclusion Criteria
* Abnormal hearing and/or vision
* Language other than English is the primary language spoken at home
24 Months
36 Months
ALL
Yes
Sponsors
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Northwestern University
OTHER
Vanderbilt University
OTHER
Responsible Party
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Ann Kaiser
Ann P Kaiser, PhD
Principal Investigators
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Ann P Kaiser, PhD
Role: PRINCIPAL_INVESTIGATOR
Vanderbilt University
Locations
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Northwestern University
Evanston, Illinois, United States
Vanderbilt University
Nashville, Tennessee, United States
Countries
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References
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Roberts MY, Stern YS, Grauzer J, Nietfeld J, Thompson S, Jones M, Kaat AJ, Kaiser AP. Teaching Caregivers to Support Social Communication: Results From a Randomized Clinical Trial of Autistic Toddlers. Am J Speech Lang Pathol. 2023 Jan 11;32(1):115-127. doi: 10.1044/2022_AJSLP-22-00133. Epub 2022 Dec 16.
Other Identifiers
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R324A150094
Identifier Type: -
Identifier Source: org_study_id
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