Naturalistic Teaching Strategies in Children With Autism
NCT ID: NCT05359757
Last Updated: 2022-05-04
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
19 participants
INTERVENTIONAL
2021-11-25
2022-04-10
Brief Summary
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One group will be provided with the naturalistic teaching strategies and pecs therapy both and the other group will be provided with the PECS therapy. The research will be conducted within the duration of six months after the approval from BASR.
The two groups will be first assessed using the portage early education program and pecs manual. After 20 sessions of respective therapeutic techniques, both of the groups will be reassessed. The results of both of the groups will be then compared and conclusions will be drawn.
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Detailed Description
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PictureExchange Communication System (PECS) is a unique communication training program that was developed as a means of evading some shortcomings associated with these strategies. Many individuals with autism are candidates for augmentative and alternative communication (AAC) systems, either to supplement (i.e., augment) their existing speech or to act as their primary (i.e., alternative) method of expressive communication. Presently, aided, picture-based AAC systems are used more frequently and successfully with individuals with ASD. PECS consists of six phases and begins by teaching an individual to give a single picture of a desired item or action to a "communicative partner" who immediately honors the exchange as a request.
Conditions
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Study Design
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RANDOMIZED
PARALLEL
TREATMENT
SINGLE
Study Groups
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Naturalistic therapeutic techniques and PECS therapy.
Effect of Naturalistic Teaching Strategies in Children with autism spectrum disorder
In this group, the patients will be provided with both the naturalistic therapeutic techniques the PECS Therapy.
A baseline of the kids in this group will be made using the portage guide and PECS
* Incidental teaching trial, natural language paradigm, and time delay concepts will be incorporated in the therapy sessions and communication using picture cards will be made.
* 40 minutes session will be conducted in which 20 minutes session will be for naturalistic teaching techniques and 20 minutes will be for PECS.
* This will be followed for 30 sessions
PECS Therapy only
A baseline will be developed using the portage guide and PECS.
* Communication strategies using the PECS picture cards will be made
* 30 minutes session will be conducted
* This will be followed for 30 sessions
PECS therapy Only.
PECS Therapy only
A baseline will be developed using the portage guide and PECS.
* Communication strategies using the PECS picture cards will be made
* 30 minutes session will be conducted
* This will be followed for 30 sessions
Interventions
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Effect of Naturalistic Teaching Strategies in Children with autism spectrum disorder
In this group, the patients will be provided with both the naturalistic therapeutic techniques the PECS Therapy.
A baseline of the kids in this group will be made using the portage guide and PECS
* Incidental teaching trial, natural language paradigm, and time delay concepts will be incorporated in the therapy sessions and communication using picture cards will be made.
* 40 minutes session will be conducted in which 20 minutes session will be for naturalistic teaching techniques and 20 minutes will be for PECS.
* This will be followed for 30 sessions
PECS Therapy only
A baseline will be developed using the portage guide and PECS.
* Communication strategies using the PECS picture cards will be made
* 30 minutes session will be conducted
* This will be followed for 30 sessions
Eligibility Criteria
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Inclusion Criteria
* Both genders
* Children who will have a vocabulary of 0-10 meaningful words
* Children with mild and moderate autism
Exclusion Criteria
* Children with severe to a profound level.
* Children with any other disorder along with autism
3 Years
8 Years
ALL
Yes
Sponsors
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Riphah International University
OTHER
Responsible Party
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Principal Investigators
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Nameeka Shahid, PhD*
Role: PRINCIPAL_INVESTIGATOR
Riphah International University
Locations
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Riphah International University
Lahore, Punjab Province, Pakistan
Countries
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References
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Thiemann-Bourque K, Brady N, McGuff S, Stump K, Naylor A. Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers With Autism. J Speech Lang Hear Res. 2016 Oct 1;59(5):1133-1145. doi: 10.1044/2016_JSLHR-L-15-0313.
Lord C, Brugha TS, Charman T, Cusack J, Dumas G, Frazier T, Jones EJH, Jones RM, Pickles A, State MW, Taylor JL, Veenstra-VanderWeele J. Autism spectrum disorder. Nat Rev Dis Primers. 2020 Jan 16;6(1):5. doi: 10.1038/s41572-019-0138-4.
Ganz JB, Simpson RL. Effects on communicative requesting and speech development of the Picture Exchange Communication System in children with characteristics of autism. J Autism Dev Disord. 2004 Aug;34(4):395-409. doi: 10.1023/b:jadd.0000037416.59095.d7.
Mukherjee SB. Autism Spectrum Disorders - Diagnosis and Management. Indian J Pediatr. 2017 Apr;84(4):307-314. doi: 10.1007/s12098-016-2272-2. Epub 2017 Jan 19.
Other Identifiers
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REC/Lhr/21/0627 Maha Nasir
Identifier Type: -
Identifier Source: org_study_id
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