Study of Peer Relationships at School

Completed · Not applicable

Conditions studied: Autism

In brief

The goal of this study is to compare the effects of two separate, manualized group interventions designed to improve social outcomes for young children with autism. The first type of group intervention utilizes a social skill curriculum delivered to a small group of children with autism at their school. This type of group will be referred to as the Skills group (SKILLS intervention). The other intervention delivers a social engagement curriculum at the children's school site and includes children with autism and typically developing peers, from the same school. This type of group will be referred to as the School Engagement Group (ENGAGE intervention).

Key facts

Study ID

NCT01011764

Run by

Health Resources and Services Administration (HRSA)

People needed

200

Starts

2009-09-01

Expected to finish

2012-08-01

Last updated by the study team

2012-08-16

Who can join

Age: 7 and older, up to 12. Sex: any. Healthy volunteers: not accepted.

You may qualify if…

• Children are between the ages of 7 and 12 years in grades 2-5.
• Children have a clinical diagnosis of autism or PDD-NOS, and/or meet criteria on the ADOS for ASD or autism.
• Children have an IQ of 70 or above
• Children are fully included in a typical classroom for 80% or more of the school day
• Children are expected to stay in the school or the classroom for the duration of the study.
• Families with low SES and/or from racial/ethnic minority backgrounds

You may not qualify if…

• Children must not have additional diagnoses or sensory or motor impairments.

Where it is running

• University of California, Los Angeles — Los Angeles, California, United States
• Florida State University — Tallahassee, Florida, United States
• Kennedy Krieger Institute — Baltimore, Maryland, United States
• University of Michigan — Ann Arbor, Michigan, United States
• University of Washington — Seattle, Washington, United States

Full record on ClinicalTrials.gov

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