Clinical trial NCT04980963: Cognitive Support Technology for Postsecondary Students With Autism Spectrum Disorder
Official title: Cognitive Support Technology for Postsecondary Students With Autism Spectrum Disorder: A Randomized Clinical Trial at the Intervention Efficacy Stage of Research
Study type: INTERVENTIONAL
Overall status: UNKNOWN
Phase: NA
Conditions: Autism Spectrum Disorder
Lead sponsor: Kent State University
Sponsor class: OTHER
Collaborators: name: Virginia Commonwealth University
First posted: 2021-07-28
Enrollment: 90
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: A minimum total of 90 students will be recruited for the study. Study personnel will recruit 30 students in each of years 2, 3, and 4. Of the 30 students per year, 15 will be randomly assigned to the full treatment intervention and 15 students will be randomly assigned to the control group. Participants will range in age from approximately 18 years to 25 years, but all ages are welcome to participate.

The selection of the target population for this research study is based on the bleak employment outcomes of students with ASD compared to students without disabilities. In addition, it is based on the lack of practices that integrate the cognitive and vocational needs of students with ASD who are pursuing postsecondary education to help them successfully complete academic requirements, address career development, enhance career readiness skills, and obtain and maintain employment.
Primary purpose: SUPPORTIVE_CARE

Brief summary: This study will fill important knowledge gaps in the availability of best practices that use innovative methods to integrate the cognitive and vocational needs of students with Autism Spectrum Disorder (ASD) who will be transitioning from 2- and 4-year postsecondary education to employment. Best practices exist from the assistive technology (AT) field to help people compensate for cognitive impairments, and from the vocational rehabilitation (VR) field to enhance employment outcomes for individuals with disabilities. However, these practices have not been integrated to provide needed supports and services to improve the employment outcomes of students with ASD. The study's goal is to expand the availability of innovative practices by testing the efficacy of a technology-driven, long-term, and resource-rich individualized support program that merges assistive technology for cognition and vocational rehabilitation practices. The end products will include technology application guidelines, training and procedural manuals, and resource information that rehabilitation professionals and students with ADS can utilize to enhance technology and mentoring proficiency, academic success, self-determination, and long-term career success for students with ASD.

The knowledge to be gained from this research will have a beneficial impact on students with ASD, rehabilitation professionals, higher education personnel, case managers, and employers who work with people with ASD. There is strong potential for the students to develop skills that will help them succeed in learning as well as employment settings. The ultimate benefit of research activities for the target population will be seen in the improved capacity for postsecondary students with ADS to utilize state-of-the-art technology to accommodate disability-related limitations, address career readiness, and to prepare for and obtain employment after graduation.

Because the risks to subjects are no greater than those associated with everyday life and because the study staff will refer students who are in psychological distress or medical emergency situations to appropriate resources in the community, the minimal risks of this study justify the considerable benefits that this study will yield. Not only will the study benefit participating students, it stands to make important contributions to the knowledge bases in the fields of assistive technology and rehabilitation.


Eligibility criteria: Inclusion Criteria:

* Must be a post-secondary student enrolled in degree programs at two-year and four-year colleges or universities within a 60-mile radius of Kent, Ohio
* Must have a clinical diagnosis of Autism Spectrum Disorder

Exclusion Criteria:

* No other exclusion criteria will be applied

Primary outcomes:
measure: Grade Point Average (GPA)
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Secondary outcomes:
measure: Current academic standing
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Post-Secondary Enrollment Status
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Satisfaction with current living status and transportation access
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Satisfaction with Social Support
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Current Employment Status
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: % of Participants Receiving Disability Benefits
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Depression Symptoms
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Overall Health Status
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Perceived Stress
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Acceptance of Disability
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
measure: Quality of Life (QoL)
timeFrame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Other outcomes:
Locations:
city: Kent
country: United States
facility: Kent State University
state: Ohio
Study officials:
References: