Trial Outcomes & Findings for Teaching Academic Success Skills to Students With Autism Spectrum Disorders in Clinical Setting (NCT NCT03606343)

Last Updated: 2020-12-17

Results Overview

The Children's Organizational Skills Scale is a rating scale of organization and executive functioning. A T-score is reported. A T-score of 50 indicates the population mean with a standard deviation of 10. Range of possible T-scores is 40 to 90. Higher T-scores indicate poorer organization/executive functioning. We present baseline (before intervention) and 3 month outcome (post intervention) T-scores as rated by the parent.

Recruitment status

COMPLETED

Study phase

Target enrollment

21 participants

Primary outcome timeframe

baseline, 3 months

Results posted on

2020-12-17

Participant Flow

Youth with ASD without ID attending middle school and their parents were recruited in the 2018-2019 academic school year via letters, flyers, and emails targeted at individuals who had received services at a hospital outpatient clinic specializing in assessment and treatment of autism.

Participant milestones

Participant milestones
Measure	Open Trial Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Overall Study STARTED	21
Overall Study COMPLETED	21
Overall Study NOT COMPLETED	0

Reasons for withdrawal

Withdrawal data not reported

Baseline Characteristics

Teaching Academic Success Skills to Students With Autism Spectrum Disorders in Clinical Setting

Baseline characteristics by cohort

Baseline characteristics by cohort
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Age, Continuous	12.2 years STANDARD_DEVIATION 1.0 • n=5 Participants
Sex: Female, Male Female	5 Participants n=5 Participants
Sex: Female, Male Male	16 Participants n=5 Participants
Ethnicity (NIH/OMB) Hispanic or Latino	1 Participants n=5 Participants
Ethnicity (NIH/OMB) Not Hispanic or Latino	20 Participants n=5 Participants
Ethnicity (NIH/OMB) Unknown or Not Reported	0 Participants n=5 Participants
Race (NIH/OMB) American Indian or Alaska Native	1 Participants n=5 Participants
Race (NIH/OMB) Asian	0 Participants n=5 Participants
Race (NIH/OMB) Native Hawaiian or Other Pacific Islander	0 Participants n=5 Participants
Race (NIH/OMB) Black or African American	0 Participants n=5 Participants
Race (NIH/OMB) White	20 Participants n=5 Participants
Race (NIH/OMB) More than one race	0 Participants n=5 Participants
Race (NIH/OMB) Unknown or Not Reported	0 Participants n=5 Participants
Region of Enrollment United States	21 participants n=5 Participants
Kauffman Brief Intelligence Test - Second Edition	109.7 scores on a scale STANDARD_DEVIATION 13.8 • n=5 Participants

PRIMARY outcome

Timeframe: baseline, 3 months

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Children's Organizational Skills Scale Baseline Parent Total COSS T-Score	66.14 T-Score Standard Deviation 9.43
Children's Organizational Skills Scale 3 months Parent Total COSS T-Score	57.24 T-Score Standard Deviation 9.96

PRIMARY outcome

Timeframe: baseline, 3 months

The Behavior Rating Inventory of Executive Function - Second Edition is a parent rating scale of executive functioning. A T-score is reported. A T-score of 50 indicates the population mean with a standard deviation of 10. Range of possible T-scores is 40 to 90. Higher T-scores indicate poorer executive functioning. We present baseline (before intervention) and 3 month outcome (post intervention) T-scores.

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Behavior Rating Inventory of Executive Function - Second Edition Baseline Parent General Executive Composite T-Scor	71.86 T-score Standard Deviation 8.62
Behavior Rating Inventory of Executive Function - Second Edition 3 month Parent General Executive Composite T-Scor	66.57 T-score Standard Deviation 8.78

PRIMARY outcome

Timeframe: baseline, 3 months

The Homework Problem Checklist is a rating scale of homework behavior completed by the parent. There are two subscales generated: Homework Completion Behaviors \& Homework Management Behaviors. Scale is rated on a 0 = never to 3 = very often scale and a sum of scores is computed for each subscale. Range of scores for Homework Completion Behaviors is 0 to 36. Range of scores for Homework Management Behaviors is 0 to 21. We present baseline (before intervention) and 3 month outcome (post intervention) scores for each subscale. Higher scores indicate worse outcome.

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Homework Problem Checklist Baseline Homework Completion Behaviors	24.24 score on a scale Standard Deviation 6.58
Homework Problem Checklist 3 Month Homework Completion Behaviors	15.71 score on a scale Standard Deviation 7.63
Homework Problem Checklist Baseline Homework Management Behaviors	8.33 score on a scale Standard Deviation 6.09
Homework Problem Checklist 3 Month Homework Management Behaviors	4.57 score on a scale Standard Deviation 4.40

SECONDARY outcome

Timeframe: baseline, 3 months

The Woodcock Johnson is an academic performance measure administered to the child. A standard score of 100 indicates the population mean with a standard deviation of 15 (range of 40 to 170). Lower standard scores are worse. We present baseline (before intervention) and 3 month outcome (post intervention) for the Basic Writing subtest.

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Woodcock Johnson Tests of Achievement - Third Edition Basic Writing Subtest Baseline WJ-III Basic Writing	103.85 score on a scale Standard Deviation 11.91
Woodcock Johnson Tests of Achievement - Third Edition Basic Writing Subtest 3 Month WJ-III Basic Writing	105.80 score on a scale Standard Deviation 13.51

SECONDARY outcome

Timeframe: baseline, 3 months

The Classroom Performance Survey is a teacher rating scale of classroom behavior. The scale is rated 1 = always to 5 = never. An academic competence mean score is computed (range 1 to 5) with higher scores indicating a worse outcome. We present baseline (before intervention) and 3 month outcome (post intervention) total mean score.

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Classroom Performance Survey Baseline Academic Competence	2.02 score on a scale Standard Deviation .95
Classroom Performance Survey 3 Month Academic Competence	1.91 score on a scale Standard Deviation 0.93

SECONDARY outcome

Timeframe: baseline, 3 months

The Academic Performance Rating System is a teacher rating scale of academic performance. Items are rated 1 = Never to 5 = Very often and the items are summed to generate a Total Score (range 19 to 95) with higher scores worse indicating a worse outcome. We present the Total score at baseline (before intervention) and 3 month outcome (post intervention).

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Academic Performance Rating System Baseline APRS Total	45.83 score on a scale Standard Deviation 12.14
Academic Performance Rating System 3 Month APRS Total	52.11 score on a scale Standard Deviation 14.58

SECONDARY outcome

Timeframe: baseline, 3 months

The Parenting Relationship Questionnaire is completed by parents to describe their parenting relationship with the teen. A T-score is reported for the Communication subscale. A T-score of 50 indicates the population mean with a standard deviation of 10. Range of possible T-scores is 40 to 90. Lower T-scores indicate poorer communication. We present baseline (before intervention) and 3 month outcome (post intervention) T-scores.

Outcome measures

Outcome measures
Measure	Open Trial n=21 Participants Group based treatment targeting academic executive functioning skills such as organization, planning, and study skills. Likely to be 7 90-minute sessions attended weekly by parents and teens Teaching Academic Skills to Kids: Group treatment
Parenting Relationship Questionnaire - Communication Subscale Baseline Communication T-Score	41.1 T-Score Standard Deviation 8.7
Parenting Relationship Questionnaire - Communication Subscale 3 Month Communication T-Score	43.2 T-Score Standard Deviation 8.3

Adverse Events

Open Trial

Serious events: 0 serious events

Other events: 0 other events

Deaths: 0 deaths

Serious adverse events

Adverse event data not reported

Other adverse events

Adverse event data not reported

Additional Information

Leanne Tamm, Principal Investigator

Cincinnati Children's Hospital Medical Center

Phone: 513-803-3176

Email: [email protected]

Results disclosure agreements

Principal investigator is a sponsor employee
Publication restrictions are in place