High School SUCCESS: Vocational Soft Skills Program for Transition-Age ASD Youth

Study Overview
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Brief Summary
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By utilizing community-based participatory research methods, this research was conducted in collaboration with the community through our partnership of researchers, educators, providers and consumers (Active Collaborative Hub for Individuals with ASD to Enhance Vocation and Education- ACHIEVE) to adapt a vocational soft skills program, Supported, Comprehensive Cognitive Enhancement & Social Skills (SUCCESS), for Transition Age Youth (TAY). The first step (years 1-2) involved adapting the intervention for autistic TAY by including feedback from multiple stakeholders and developing a curriculum to be implemented in both High Schools and Transition programs for the specific needs of autistic TAY and alpha piloting it. It involved understanding further the educational context for TAY students and current services available to prepare students for secondary outcomes of employment and/or college through a county wide survey. Step 2 (years 2-3) included pilot testing the feasibility, acceptability, implementation procedures and initial youth outcomes of the TAY SUCCESS intervention and further refining the curriculum and protocols. Findings demonstrated improvements in executive functioning and social functioning targets as well as distal outcomes of self-efficacy, mental health, educational and work behaviors and attitudes. The study results were disseminated through the ACHIEVE group as well as at conferences, website and publication.

Detailed Description
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Aim: With our ACHIEVE partners , develop the High School Supported, Comprehensive Cognitive Enhancement and Social Skills (SUCCESS) program to fit the needs of transition-age youth with ASD within the community educational system. Standardize the TAY SUCCESS program by developing a facilitator manual, student workbook and corresponding support person materials. Develop a training protocol that can be individualized and implemented within the HS educational system to provide initial training and ongoing coaching for educators to reach and sustain intervention fidelity. Aim: Conduct a pilot study to examine the feasibility, acceptability, and implementation procedures (recruitment, randomization, retention & training strategies) of TAY SUCCESS and to obtain estimates of effects to support a future large-scale effectiveness trial. Examine intervention feasibility, acceptability, satisfaction, and sustainability. Examine preliminary outcomes (executive functioning and social functioning)

Official Title
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High School SUCCESS: Vocational Soft Skills Program for Transition-Age ASD Youth

Conditions
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Autism Spectrum Disorder

Intervention / Treatment
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* Behavioral: TAY SUCCESS
* Other: Usual Care


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: autism spectrum disorder 15-22 yrs communicative English language enrolled in participating high school or transition program Exclusion Criteria: intellectual disability Other significant mental health

Ages Eligible for Study
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Minimum Age: 15 Years
Maximum Age: 22 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Interventional Model Description: A small feasibility randomized clinical trial with randomization occurring at school site level. Two sites randomized to intervention and two sites randomized to control conditions.
Masking: None (Open Label)


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: TAY SUCCESS intervention<br>This intervention group received the TAY SUCCESS intervention over the course of 1 school year approximately 30 sessions. | Behavioral: TAY SUCCESS<br>* TAY SUCCESS stands for transition age youth supported, comprehensive cognitive enhancement and social skills. The cognitive-behavioral intervention teaches a number of strategies for executive functioning, social cognitive functioning and social communication.<br>|
| Active Comparator: Usual Care<br>This usual care group received typical High school or transition program curriculum over the course of 1 school year. | Other: Usual Care<br>* Usual care involved the typical vocational supportive education program delivered in the educational setting<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Behavior Rating Inventory of Executive Function (BRIEF-2/BRIEF-A) | Self and Parent report of executive functioning skills. Higher scores indicate more executive functioning problems | baseline to 6 month post | 
| Delis Kaplan Executive Function Scale (DKEFS) | performance based measure of executive functioning skills. Higher scores indicate more executive functioning abilities | baseline to 6 month post | 
| Social Responsiveness Scale 2 (SRS-2) | parent report social functioning scale. Higher scores indicate more social functioning problems | baseline to 6 month post | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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executive functioning, social cognitions, social communication, transition age youth