The current study aims to investigate the effectiveness of a social skills training for children with ASDs in the last two grades of primary education (10-12 years old). The first objective is to investigate the effectiveness as compared to no…
ID
Source
Brief title
Condition
- Psychiatric disorders NEC
Synonym
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
Primary outcome of the study is the Vineland, an interview with parents on
adaptive skills of the child. The Vineland covers three domains:
'socialization', 'communication' and 'daily living skills'. The interview is
well known and widely-used in (inter) national studies in autism. It is
available in a Dutch version (de Bildt & Kraijer, 2003). The Vineland was used
as succesful outcome measure in the only randomized trial in the literature
(Owens et al., 2008).
Secondary outcome
Outcome measures; parents:
[1] Individual objectives: Five individual objectives will be defined for each
child, together with the parents. These objectives will be chosen from a list
of objectives, based on former trainings. The objectives will be evaluated
before training and in follow-up.
[2] social skills that the child already has, or has learned throughout the
training will be measured with the Social Skills Rating Scale (SSRS, Gresham &
Elliott, 1989; Dutch translation Prins & Diepraam, 1998). The SSRS is a
questionnaire regarding various aspects of social behavior: communication,
cooperation, assertiveness, responsibility, empathy, engagement and
self-control.
Outcome measures; child:
From extensive experience with questioning children with ASDs about training
and effectiveness it is known that they are generally only marginally able to
report on social limitations and learned skills (Hoekzema-Kruidhof, 2002).
Therefore, in the current study, outcome measures in the child are focused on
direct observation in two settings. Self-reporting is included based on the
individual objectives as defined with the child and parents before the training.
[1] Individual objectives: Five individual objectives will be defined for each
child, together with the parents. These objectives will be chosen from a list
of objectives, based on former trainings. The objectives will be evaluated
before training and in follow-up.
[2] ADOS: The ADOS contains various tasks that evaluate specific social and
communicative behaviors that have been part of the training. For example: eye
contact, non-verbal communication, insight into social relations, into feelings
and emotions of self and others. After a recent standardisation of ADOS scores,
it has become possible to measure changes in the three domains of ASD over time
(Gotham et al., 2008).
[3] Direct observation of social behavior: During follow-up, the child will be
observed in an unstructured situation at school (break, outside play). This
observation will be video-taped and is meant as a measure for generalization.
Two aspects of social behavior will be measured: frequency of child-initiated
social contact and duration of social interactions with peers (Owens et al.,
2008). The observers will be blind for the treatment condition of the child.
Data from the observation will be registered through specifically developed
software for direct observation of behavior (Martin, Oliver, & Hall, 2000).
Outcome measures; teacher:
Teachers will only be asked to report on the child before and directly after
the training. Follow-up will be too complicated due to the fact that children
get another teacher in the new school year.
[1] Individual objectives: Five individual objectives (in the school situation)
will be defined for each child, by the teacher. These objectives will be chosen
from a list of objectives, based on former trainings. The objectives will be
evaluated before training and immediately after.
[[2] social skills that the child already has, or has learned throughout the
training will be measured with the Social Skills Rating Scale (SSRS).
Background summary
Social skills are limited in children with Autism Spectrum Disorders (ASDs).
The clinical impression is that training social skills is helpful, judging by
the popularity of treatments that focus on social skills training and the large
range of methods or protocols on which these treatments are based.
Nevertheless, social skills training is not an evidence-based treatment.
Especially generalization of skills taught during such training are not
investigated in detail. (Inter)Nationally, there has been too little research
on a too small scale, not matching up with the requirements for evidence-based
practice. Conclusions on the effectiveness of social skills training cannot be
drawn based upon the few studies undertaken.
Study objective
The current study aims to investigate the effectiveness of a social skills
training for children with ASDs in the last two grades of primary education
(10-12 years old). The first objective is to investigate the effectiveness as
compared to no social skills training. The second objective is to examine the
effect of involvement of parents and teachers on generalization of learned
social skills outside the training situation.
Study design
The study is a Randomized Controlled Trial, with three conditions: a social
skills-group, a social skills-PLUS-group (involving parents and teachers) and a
care-as-usual-group (in which alternative treatment may be given during study
and follow-up, yet no social skills training).
Intervention
The social skills training consists of 15 sessions of 90 minutes for the child.
In the social skills PLUS group 8 parent-sessions will be added to the 15
child-sessions, and teachers will be involved. In the care-as-usual condition,
children do not attend a social skills training, yet alternative treatment is
allowed. After the study (including follow-up), social skills training can be
provided for children in this group, if applicable.
Study burden and risks
The burden associated with the current study is small for child and parents.
The burden for the child, added to the standard training, is approximately 3
hours, spread over 3-4 visits: measuring intelligence, mouth swab DNA,
interview/observation (ADOS) after the training, a questionnaire, observation
in school and one additional evaluation of individual objectives. None of these
additional measurements is invasive.
The burden for parents consists of an interview on the development of their
child and on adaptive skills (in one visit, approximately 3-4 hours; and the
latter again after the training, approximately 30-45 minutes), a questionnaire
on social behavior of the child (3 x 20 minutes) and questionnaires on
internalizing and externalizing behaviors (both 3 x 15 minutes). Again, none of
these measures is invasive. Parents of children in the social skills PLUS
training additionally attend 8 parent sessions, in which they learn more about
how to help their child learn and develop social skills.
Although the study results in burden (added to attending the training in a
non-rsearch situation), the measures as well as the training itself are without
any risk.
Hanzeplein 1, ingang 29
Groningen 9713 GZ
NL
Hanzeplein 1, ingang 29
Groningen 9713 GZ
NL
Listed location countries
Age
Inclusion criteria
[1] Clinical DSM-IV-TR diagnosis Pervasive Developmental Disorder; Autistic Disorder, Asperger Syndrome or Pervasive Developmental Disorder not otherwise specified (PDD-NOS).;[2] Classification of Autism on the Autism Diagnostic Interview - Revised (ADI-R; (De Jonge & de Bildt 2007; Rutter et al., 2003) for participants with an Autistic Disorder or at most 2 points below cut-off for autism for participants with Asperger Syndrome or PDD-NOS.;[3] Classification of Autism Spectrum with the Autism Diagnostic Observation Schedule (ADOS, (de Bildt & De Jonge, 2008; Lord et al, 1999).;[4] Total IQ of 80 o higher.;[5] The child is in one of the last two grades of regular or special education.;[6] Parents (and child) give informed consent for the study, in accordance with the WMO (Wet Medisch Onderzoek met mensen).
Exclusion criteria
[1] A known physical problem that hinders participation in the study.;[2] The inability to visit the outpatient clinic for the social skills training.
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| CCMO | NL29942.042.09 |
| Other | NTR, TC 2405 |