Ignite Creation Date:
2024-10-26 @ 3:36 PM
Last Modification Date:
2024-10-26 @ 3:36 PM
Study NCT ID:
NCT06535191
Status:
COMPLETED
Last Update Posted:
None
First Post:
2024-07-15
Brief Title:
The ASSET Program for Youth With ASD
Sponsor:
None
Organization:
None
Study Overview
Official Title:
Evaluating an Employment-related Social Skills Training Program for Transition-Age Youth With Autism The ASSET Program A Randomized Controlled Trial Study
Status:
COMPLETED
Status Verified Date:
2024-07
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
ASSET
Brief Summary:
The purpose of this project is to evaluate the effectiveness of a work-related social skills training intervention for transition-age youth with Autism Spectrum Disorder ASD ages 14-22 that is designed to improve social skills social self-efficacy adaptive functioning anxiety and work readiness The Assistive Social Skills Employment Training ASSET program is a weekly after-school program that runs for 10 weeks In the first part of the study youth with ASD caregivers special education teachers and employment specialists are invited to review and provide recommendations to improve the manual that has been developed for the ASSET program The second part of the study is to evaluate the impact of the ASSET program on helping students with ASD improve their social skills social self-efficacy adaptive functioning anxiety and work readiness using a randomized control trial Improvements in these domains will be assessed immediately following the 10-week program and 3 months later The intervention will occur at multiple sites in Michigan and Illinois with a total of 96 students with autism The ASSET program addresses the employment disparities faced by young adults with ASD by specifically targeting work-related social skills through the development of social skills and self-efficacy to foster successful school-to-work transition outcomes The manualized ASSET program curriculum will eventually be made public and available for schools and service providers to use
Detailed Description:
ObjectiveHypotheses The objective of the randomized controlled trial RCT study is to evaluate the effectiveness of a manualized work-related social skills training intervention for transition-age youth 14-26 years old with ASD designed to improve social skills and self-efficacy The Assistive Social Skills and Employment Training ASSET program is a manualized 10-week program for 4-6 students with ASD that meets after school for 90 minutes on a weekly basis focusing on building work-related social skills for transition-age youth with ASD It is hypothesized that students with ASD will show significantly greater improvements in social skills and social self-efficacy primary outcomes as well as adaptive functioning anxiety and job readiness secondary outcomes compared to those in the waitlist control groups a at the end of the 10-week of the intervention and b at 3-month follow up
Specific aims First the pilot-tested ASSET manual will be refined and finalized using community-based participatory action research CBPR approach gathering input from key stakeholder groups Second the effectiveness and sustainability of the ASSET program will be evaluated using a factorially designed randomized controlled trial 2 conditions treatment vs waitlist x 3 intervals pre- post- 3-month follow-up
Study Design The first stage of this project incorporates stakeholder recommendations using a CBPR approach to refine the manual for the ASSET intervention The second and third stages examine the efficacy of the ASSET program at immediate and follow-up using a randomized control trial design in two Midwestern states with randomization of student participants by condition for each of the two states with a total of 4 treatment cycles over years 2 and 3 of the four-year study period including 3-month follow-up after the completion of the 10-week program Participants will include 96 students age 14-22 from schools in Michigan and Illinois who will be randomly assigned to either the ASSET intervention or waitlist-control condition
Clinical Impact This project will fill an important gap for schools transition providers families and students by testing an intervention designed to specifically improve the social functioning and self-efficacy of youth with ASD to improve work-related success The findings will provide an empirically supported intervention manual to help students with ASD improve social and adaptive functioning self-efficacy work readiness and anxiety
Specific aims First the pilot-tested ASSET manual will be refined and finalized using community-based participatory action research CBPR approach gathering input from key stakeholder groups Second the effectiveness and sustainability of the ASSET program will be evaluated using a factorially designed randomized controlled trial 2 conditions treatment vs waitlist x 3 intervals pre- post- 3-month follow-up
Study Design The first stage of this project incorporates stakeholder recommendations using a CBPR approach to refine the manual for the ASSET intervention The second and third stages examine the efficacy of the ASSET program at immediate and follow-up using a randomized control trial design in two Midwestern states with randomization of student participants by condition for each of the two states with a total of 4 treatment cycles over years 2 and 3 of the four-year study period including 3-month follow-up after the completion of the 10-week program Participants will include 96 students age 14-22 from schools in Michigan and Illinois who will be randomly assigned to either the ASSET intervention or waitlist-control condition
Clinical Impact This project will fill an important gap for schools transition providers families and students by testing an intervention designed to specifically improve the social functioning and self-efficacy of youth with ASD to improve work-related success The findings will provide an empirically supported intervention manual to help students with ASD improve social and adaptive functioning self-efficacy work readiness and anxiety
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None