Clinical trial NCT00095420: Relationship Training for Children With Autism and Their Peers
Official title: Peer Related School Interventions in Autism
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Autism
Autistic Disorder
Keywords: Interpersonal Relationships
Child
Lead sponsor: University of California, Los Angeles
Sponsor class: OTHER
Collaborators: name: National Institute of Mental Health (NIMH)
First posted: 2004-11-05
Enrollment: 60
Sex: ALL
Minimum age (years): 6
Maximum age (years): 11
Standard ages: CHILD
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Primary purpose: OTHER

Brief summary: This study will determine whether peer interaction training interventions are effective in enhancing the social relationships of children with autism.

Detailed description: Children with autism often have poor relationships with other children during their childhood and through their adult lives. A number of peer-related intervention models have been developed, but these models have not been thoroughly reviewed or implemented within the school setting. This study will examine the social inclusion of children with autism, following different peer-related interventions training children with autism and their peers.

Children will be randomly assigned to one of four interventions that comprise all autistic children, all nonautistic children, or a mixed group of both. The first intervention focuses on improving the social skills of autistic children. The second intervention involves educating the peers of autistic children to increase their acceptance of their autistic peers. The third intervention is a combination of the first two interventions. Children assigned to the fourth intervention will receive the usual training offered in their local school districts. Training for each group will be conducted twice a week for 6 weeks.

Characteristics of the autistic child will be assessed through an interview that evaluates intelligence quotient (IQ), language skills, and social interaction. Teachers will be asked to complete a questionnaire describing the autistic child and his or her interaction with peers. The autistic children will complete a friendship survey, clinical global impressions scales, and a battery of neuropsychiatric tests. All assessments will be conducted at study start and again at study completion.

Eligibility criteria: Inclusion Criteria for Autistic and Nonautistic Participants:

* Autistic OR nonautistic peer of autistic child
* Full inclusion in a classroom with nonautistic children
* Currently in kindergarten or grades 1 through 5
* Intelligence quotient higher than 70
* Expectation to stay in the same school and classroom for the duration of the study
* Able to provide parent consent and child assent

Exclusion Criteria:

* Mental age-equivalent less than 4 years
* Conditions other than autism, or sensory or motor impairments

Primary outcomes:
measure: Social network involvement of autistic children
timeFrame: Measured before and after treatment and at 3-month follow-up
Secondary outcomes:
Other outcomes:
Locations:
city: Los Angeles
country: United States
facility: University of California, Los Angeles
state: California
Study officials:
affiliation: University of California, Los Angeles
name: Marian Sigman
role: PRINCIPAL_INVESTIGATOR
References:
citation: Anderson A, Locke J, Kretzmann M, Kasari C; AIR-B Network. Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms. Autism. 2016 Aug;20(6):700-9. doi: 10.1177/1362361315603568. Epub 2015 Nov 13.
citation: Locke J, Shih W, Kretzmann M, Kasari C. Examining playground engagement between elementary school children with and without autism spectrum disorder. Autism. 2016 Aug;20(6):653-62. doi: 10.1177/1362361315599468. Epub 2015 Sep 4.
citation: Dean M, Kasari C, Shih W, Frankel F, Whitney R, Landa R, Lord C, Orlich F, King B, Harwood R. The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD. J Child Psychol Psychiatry. 2014 Nov;55(11):1218-25. doi: 10.1111/jcpp.12242. Epub 2014 Jul 16.
citation: Locke J, Rotheram-Fuller E, Kasari C. Exploring the social impact of being a typical peer model for included children with autism spectrum disorder. J Autism Dev Disord. 2012 Sep;42(9):1895-905. doi: 10.1007/s10803-011-1437-0.
citation: Kasari C, Rotheram-Fuller E, Locke J, Gulsrud A. Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. J Child Psychol Psychiatry. 2012 Apr;53(4):431-9. doi: 10.1111/j.1469-7610.2011.02493.x. Epub 2011 Nov 26.