Clinical trial NCT02360332: A Collaborative Public/Private Employment Training and Placement Model ASD Transition Age Youth With Autism Spectrum Disorder (ASD)
Official title: A Collaborative Public/Private Employment Training and Placement Model for Transition Age Youth With Autism Spectrum Disorder (ASD)
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Autism Spectrum Disorder
Keywords: Autism
transition to adulthood
employment
High School Seniors
Lead sponsor: Virginia Commonwealth University
Sponsor class: OTHER
Collaborators: name: Henrico County Public Schools
name: Virginia Department of Aging and Rehabilitative Services
name: Chesterfield County Public Schools
First posted: 2015-02-10
Enrollment: 54
Sex: ALL
Minimum age (years): 18
Maximum age (years): 21
Standard ages: ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: SINGLE_GROUP
Primary purpose: TREATMENT

Brief summary: The aim of the research project is to conduct evidence-based research on a nationally known vocational rehabilitation (VR) service model (Project Search) for individuals with Autism Spectrum Disorders (ASD). This information may be useful to high schools and vocational rehabilitation agencies that endeavor to use evidence based practices to serve individuals with ASD.

Detailed description: Autism is recognized to be a "complex disorder" as well as "a spectrum of disorders" that includes Asperger's syndrome and pervasive developmental disorder- not otherwise specified. Diagnostic criteria for autism focus on impairments affecting socialization, verbal and nonverbal communication, and restricted and repetitive patterns of behavior. The number of high school students diagnosed with autism, for example, has been increasing over time with almost 194,000 students ages 6 through 21 nationwide identified as having autism and receive special education services under the Individuals with Disabilities Education Act (IDEA). These young people create a significant need for vocational rehabilitation intervention in the decade ahead. Currently many persons with ASD continue to be. Howlin, et al. (2004) described the outcomes for 68 young adults with ASD (mean age 29), and found that a third worked and almost half were unemployed. RSA notes that in 2005 fewer than 2000 individuals with ASD received VR services. In Virginia the figure is only 255 total clients enrolled from between 2000 and 2007.

In this project the investigators will conduct a randomized clinical trial which examines the impact of intensive community-based work experiences on the employment outcomes of youth with ASD. This study will test the efficacy of a nationally recognized model of an employer based employment training and placement program (Project SEARCH) for youth with ASD. Four dependent measures will be investigated: (1) employment status upon completion of the program, at 90 days post completion and 12 months post completion (primary), (2) wage upon completion, at 90 days post completion, and 12 months post completion (secondary), (3) number of hours worked per week (secondary) upon completion, at 90 days post completion and 12 months post completion. Three specific hypotheses are proposed, and (4) intensity of supports needed at work at completion, at 90 days post completion and 12 months post completion.

Hypothesis I: Individuals who participate in an employer based employment training and placement program will demonstrate a higher rate of employment than those in the control condition.

Hypothesis II: Individuals who participate in an employer based employment training and placement program will earn higher wages on average at project completion compared to those in the control condition.

Hypothesis III: Individuals who participate in an employer based employment training and placement program will work more hours per week on average than those in the control condition.

Hypothesis IV: Individuals who participate in an employer based employment training and placement program will require less intensive work support than those in the control condition.

Eligibility criteria: Inclusion Criteria:

1. Being a student in the local public school where the research was being conducted,
2. Having an ASD medical diagnosis and/or educational eligibility,
3. Displaying independent self-care,
4. Being able to provide consent or assent,
5. Having funding for supported employment through VR, and
6. Having continued eligibility for public school educational services in the coming school year.

Exclusion Criteria:

1. Life threatening or dangerously severe aggressive or destructive behavior
2. History of fire setting
3. History of substance abuse

Primary outcomes:
measure: Change in Employment Status across 3 points in time (Employed or not employed)
timeFrame: 9 months, 12 months, 21 months
Secondary outcomes:
measure: Change in Hours worked weekly across 3 points in time
timeFrame: 9 months, 12 months, 21 months
measure: Change in Hourly wage earned across 3 points in time
timeFrame: 9 months, 12 months, 21 months
measure: Change in Intensity of work support required across 3 points in time
timeFrame: 9 months, 12 months, 21 months
Other outcomes:
Locations:
Study officials:
affiliation: Virginia Commonwealth University
name: Paul Wehman, PhD
role: PRINCIPAL_INVESTIGATOR
References:
citation: Schall, C. M. (2010). Positive behavior support: Supporting adults with autism spectrum disorders in the workplace. Journal of Vocational Rehabilitation, 32, 109-115.
citation: Schall, C. M. & McDonough, J. T. (2010). Autism Spectrum Disorders in Adolescence and Early Adulthood: Characteristics and Issues. Journal of Vocational Rehabilitation, 32, 81-88.
citation: Schall C, Wehman P, McDonough JL. Transition from school to work for students with autism spectrum disorders: understanding the process and achieving better outcomes. Pediatr Clin North Am. 2012 Feb;59(1):189-202, xii. doi: 10.1016/j.pcl.2011.10.009.
citation: Wehman, P., Schall, C., McDonough, J., Molinelli, A., Riehle, E., Ham, W., & Thiss, W. (2014). Project SEARCH for youth with autism spectrum disorders: Increasing competitive employment on transition from high school. Journal of Positive Behavior Intervention, 15, 144-155.
citation: Wehman, P., Schall, C., Carr, S., Targett, P., West, M., & Cifu, G., (2014). Transition from school to adulthood for youth with ASD: What we know and what we need to know. Journal of Disability Policy Studies, 25, 30-40; DOI: 10.1177/1044207313518071.
citation: Wehman PH, Schall CM, McDonough J, Kregel J, Brooke V, Molinelli A, Ham W, Graham CW, Erin Riehle J, Collins HT, Thiss W. Competitive employment for youth with autism spectrum disorders: early results from a randomized clinical trial. J Autism Dev Disord. 2014 Mar;44(3):487-500. doi: 10.1007/s10803-013-1892-x.
citation: Ham, W., McDonough, J., Molinelli, A., Schall, C., & Wehman, P. (2014). Employment Supports for Young Adults with ASD: Two Case Studies. Journal of Vocational Rehabilitation. DOI: 10.3233/JVR-140677.
citation: Wehman P, Schall CM, McDonough J, Graham C, Brooke V, Riehle JE, Brooke A, Ham W, Lau S, Allen J, Avellone L. Effects of an employer-based intervention on employment outcomes for youth with significant support needs due to autism. Autism. 2017 Apr;21(3):276-290. doi: 10.1177/1362361316635826. Epub 2016 Jul 9.