Coaching parents of autistic children aged 6 years old or below using video-conferencing. Other
Conditions
Interventions
1. Initial diagnostic session: children will be assessed before the intervention using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) if not assessed before. ADOS-2 take 45-60 min
for example, how to follow their child's lead during play and how to achieve balanced turns in interaction with their child. Following each session, the caregiver will be asked to spend around 30 minu
Sponsors
University of Reading
Eligibility
Sex/Gender
All
Age
0 Years to 6 Years
Inclusion criteria
Inclusion criteria: 1. Are Arabic speaking caregiver having a 2. Child age =6 years old and parent age is not restricted 3. Diagnosed with ASD using the Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2) and clinical judgments by a multidisciplinary team 4. With or without co-occurred developmental conditions (such as, Attention Deficit Hyperactivity Disorder) 5. Have no uncorrected auditory, visual or motor impairment severe enough to interfere with the intervention
Exclusion criteria
Exclusion criteria: Scoring < 40 in the Leiter-3 IQ scores, which suggests severe cognitive delay
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Current primary outcome(s) as of 10/08/2026: 1. The Telehealth Usability Questionnaire (TUQ) is a 21-item tool that was developed to evaluate the usability of using multi-purpose platforms (Parmanto et al., 2016) was collected post-intervention 2. Intervention fidelity was measured for each participant from the observation of 5-min video-recorded parent-child interaction shared weekly. This method was adapted from Heitzman-Powell et al. (2014). Parent's application of each strategy was given a score from zero to two (2= fully achieved, 1= partially achieved, or the parent missed some opportunities, and 0= fails to achieve) _____ Previous primary outcome(s) : 1.Patient record was reviewed to collect the scores of the following tests if available; Autism Diagnostic Observation Schedule- Second Edition (ADOS-2; Lord et al. 2012), Social Communication Questionnaire Lifetime (SCQ; Rutter et al., 2003), and Vineland Adaptive Behaviour Scale, Second Edition (VABS-II; Sparrow et al., 2016). These measures used to describe the sample, not outcome measures. 2.Intention to use questionnaire (ITUQ) developed from the Technology Acceptance Model (TAM-21) (Hu et al., 1999) and the Telehealth Acceptance Measure (MALT-TAM) (Gorst et al., 2014) for the study was gathered from the population prior to recruiting for the feasibility trial. 3.The Telehealth Usability Questionnaire (TUQ) is a 21-item tool that was developed to evaluate the usability of using multi-purpose platforms (Parmanto et al., 2016) was collected post-intervention. 4.Intervention fidelity was measured for each participant from the observation of 5-min video-recorded parent-child interaction shared weekly. This method was adapted from Heitzman-Powell et al. (2014). Parent's application of each strategy was given a score from zero to two (2= fully achieved, 1= partially achieved, or the parent missed some opportunities, and 0= fails to achieve). | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Child's social communication skills and parental synchrony were measured using Parent-child Interaction Measure (PCIM); a direct behavioural observation measure was used to code a 10-min video of parent-child dyadic interaction pre- and post-intervention that was developed for this study. 2. Therapists' fidelity of implementation was assessed using a 9-item tool adapted from McDuffie et al. (2013). The tool uses a 5-point Likert scale to evaluate the therapist's behaviour. Implementation fidelity assessment was carried out live by two raters from one randomly selected coaching session for each therapist. | — |
Countries
Saudi Arabia
Contacts
Public ContactWafa Alatar
Outcome results
None listed