SeRenade Parent-Child Music Class Program

Study Overview
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Brief Summary
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This pilot study examines the impact of the SeRenade Parent-Child Music Class Program, which emphasizes parent training, peer inclusion, and musical play combined with established behavioral techniques, on the development of child social engagement, positive behavior, and parental well-being.

Detailed Description
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This pilot study evaluates the impact of the SeRenade Parent-Child Music Class Program on families of children with and without autism spectrum disorders (ASD). This study examines the impact of this program on social development in children with ASD, parental stress and efficacy, and parent-child relationships. A primary goal of this study is to examine multiple levels of analysis including families' experience within and outside of the music class program.

Official Title
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SeRenade Parent-Child Music Class Program for Families of Children With and Without ASD

Conditions
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Autism Spectrum Disorder

Intervention / Treatment
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* Behavioral: SeRenade Parent-Child Music Class
* Behavioral: Delayed Intervention


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: children diagnosed with ASD or children without ASD Exclusion Criteria: currently enrolled in music therapy or parent-child music classes (for children with ASD); significant behavior problems (e.g., aggression toward other children); significant hearing or visual impairments

Ages Eligible for Study
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Minimum Age: 20 Months
Maximum Age: 72 Months

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Other
Allocation: Randomized
Intervention Model: Crossover Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: SeRenade Program<br>Parent-Child Music Class Program (parent training, peer inclusion, musical play) | Behavioral: SeRenade Parent-Child Music Class<br>* Parent-Child Music Class involving parent training, peer inclusion, and musical play<br>|
| Experimental: Delayed/Waitlist Program<br>Participants do not participate in the program for a time period | Behavioral: Delayed Intervention<br>* Participants receive intervention after delay<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Motor Imitation Scale | Standardized elicited imitation assessment; scores range 0-32; greater scores indicate greater imitation skills | Change from pre to post program (baseline and 12-weeks) | 
| Actions & Gestures | Standardized parent report questionnaire of child's gestures/actions/pretend play | Change from pre to post program (baseline and 12-weeks) | 
| Parenting Stress Index, 4th edition Short Form | Standardized parent report questionnaire | Change from pre to post program (baseline and 12-weeks) | 
| Parenting Efficacy/Quality | Parent report questionnaire; higher scores indicate greater efficacy, range 10-40 | Change from pre to post program (baseline and 12-weeks) | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Parent-Child Interaction | parent-child play/music session | Change from pre to post program (baseline and 12-weeks) | 
| social visual attention eye-tracking paradigm |  | Change from pre to post program (baseline and 12-weeks) |