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Improving Outcomes in Autism: Community Implementation of Stepped Transition in Education Program

NCT ID: NCT05581069

Last Updated: 2023-11-30

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

RECRUITING

Clinical Phase

NA

Total Enrollment

25 participants

Study Classification

INTERVENTIONAL

Study Start Date

2022-05-15

Study Completion Date

2024-08-01

Brief Summary

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The goal of this study is to conduct the first community-based implementation of the STEPS program and test feasibility and preliminary impact. After first working with stakeholders to refine and optimize the program we will launch a Hybrid Type 1 open trial, targeting 25 transition-age youth (TAY) with ASD.

Detailed Description

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This community-engaged, applied research study will test the effectiveness of STEPS (Stepped Transition in Education Program for Students with ASD), a program designed to help transition-age youth (TAY) with ASD prepare for independence. Adults with ASD have worse outcomes, with respect to employment, education, and quality of life, than neurotypical peers. Research-informed transition planning that addresses core impairments in skills needed for autonomous and independent living, including self-knowledge, self-determination, and self-regulation, may improve outcomes for this growing population. In a prior trial, the investigators found STEPS to be feasible, acceptable, and efficacious. The proposed study is the first test of STEPS as implemented by community-based providers. Through a series of implementation working group meetings with identified community partner agency and stakeholders (families, TAY with ASD) in the region, the study team will refine STEPS with the goal of optimizing program sustainability within community settings. Following this, a Hybrid Type 1 open trial will be launched, which focuses primarily on intervention effectiveness with a secondary focus on factors related to implementation. With a sample of TAY with ASD (n=25) immediate and longer-term clinical outcomes of adult functional outcomes and vocational engagement will be assessed. This research will produce findings with the potential to shift clinical practice related to transition to adulthood for people with ASD.

Conditions

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Autism Spectrum Disorder

Keywords

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autism adult transition employment

Study Design

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Allocation Method

NA

Intervention Model

SINGLE_GROUP

This is a single-arm (non-randomized) trial in which providers are community-based practitioners.
Primary Study Purpose

TREATMENT

Blinding Strategy

NONE

The assessment battery is multi-modal and includes evaluation by an independent evaluator (IE) who is uninvolved in STEPS delivery or training.

Study Groups

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STEPS

All participants receive the STEPS intervention

Group Type EXPERIMENTAL

STEPS

Intervention Type BEHAVIORAL

STEPS is a psychosocial intervention that targets self-determination, self-regulation, and self-knowledge to improve functional independence and quality of life in adults.

Interventions

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STEPS

STEPS is a psychosocial intervention that targets self-determination, self-regulation, and self-knowledge to improve functional independence and quality of life in adults.

Intervention Type BEHAVIORAL

Eligibility Criteria

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Inclusion Criteria

* ages 16-25 confirmed diagnosis of ASD caregiver willing to participate stable medication

Exclusion Criteria

* evidence of intellectual disability evidence of suicidal intent
Minimum Eligible Age

16 Years

Maximum Eligible Age

25 Years

Eligible Sex

ALL

Accepts Healthy Volunteers

No

Sponsors

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University of Alabama, Tuscaloosa

OTHER

Sponsor Role lead

Responsible Party

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Responsibility Role SPONSOR

Principal Investigators

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Susan W White

Role: PRINCIPAL_INVESTIGATOR

University of Alabama at Birmingham

Locations

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Center for Youth Development and Intervention

Tuscaloosa, Alabama, United States

Site Status RECRUITING

Countries

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United States

Central Contacts

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Susan W White

Role: CONTACT

Phone: 2053481967

Email: [email protected]

Nicole Powell

Role: CONTACT

Phone: 2053483535

Email: [email protected]

Facility Contacts

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Nicole Powell, PhD

Role: primary

References

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White SW, Smith IC, Miyazaki Y, Conner CM, Elias R, Capriola-Hall NN. Improving Transition to Adulthood for Students with Autism: A Randomized Controlled Trial of STEPS. J Clin Child Adolesc Psychol. 2021 Mar-Apr;50(2):187-201. doi: 10.1080/15374416.2019.1669157. Epub 2019 Oct 14.

Reference Type BACKGROUND
PMID: 31609666 (View on PubMed)

Elias R, White SW. Autism Goes to College: Understanding the Needs of a Student Population on the Rise. J Autism Dev Disord. 2018 Mar;48(3):732-746. doi: 10.1007/s10803-017-3075-7.

Reference Type BACKGROUND
PMID: 28255760 (View on PubMed)

White SW, Elias R, Capriola-Hall NN, Smith IC, Conner CM, Asselin SB, Howlin P, Getzel EE, Mazefsky CA. Development of a College Transition and Support Program for Students with Autism Spectrum Disorder. J Autism Dev Disord. 2017 Oct;47(10):3072-3078. doi: 10.1007/s10803-017-3236-8.

Reference Type BACKGROUND
PMID: 28685409 (View on PubMed)

Other Identifiers

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A22-0209

Identifier Type: -

Identifier Source: org_study_id