Efficacy of PEGASUS
Conditions
Keywords
Autism Spectrum Disorder;, Psychoeducation
Brief summary
When a clinician gives an autism spectrum disorder (ASD) diagnosis they hope this will be helpful to the person receiving it and their family. In reality children with an ASD describe few benefits to receiving this diagnosis - they often report feeling confused and stigmatised by it. Parents can also struggle to understand their child's diagnosis and report needing greater support from professionals in this respect (Midence & O'neill, 1999; Osborne & Reed, 2008). Little is known about how to help children and families integrate their ASC 'label' in a positive way. Whilst there is anecdotal evidence that psychoeducation after diagnosis can help, there has been no formal evaluation of this approach and no evidence-based programmes of this type are available. In the current study the investigators aim to test empirically a psychoeducational programme for children with an ASD ('PEGASUS'), using a randomised controlled design. The investigators aim to evaluate whether this psychological and educational intervention impacts positively upon understanding of ASC, self-esteem, functional adaption, well-being and family functioning.
Interventions
BEHAVIORALPEGASUS
PEGASUS - a psychoeducational group intervention with parallel parent and child sessions.
Sponsors
Institute of Child Health
Study design
Allocation
RANDOMIZED
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
9 Years to 14 Years
Healthy volunteers
No
Inclusion criteria
1. Received an ASD diagnosis from Child and Adolescent Psychiatrist, Clinical Psychologist or Paediatrician. 2. Aware of ASD diagnosis. 3. Aged between 9 and 14 years. 4. Able to function in group setting, as evidenced in educational context. 5. Speaks English
Exclusion criteria
1. No generalised Intellectual Disability as indicated by IQ below 65. 2. Not engaged in additional formal psychosocial intervention during study period. 3. Not taking psychiatric medication at baseline assessment, or taking a stable dose of psychiatric medication expected to remain constant throughout study participation.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Autism Knowledge Questionnaire | 30 months | All measures taken at baseline, termination of treatment and six months follow-up. |
| Child Behaviour Checklist | 30 months | All measures taken at baseline, termination of treatment and six months follow-up. |
| Vineland-II, Rosenburg Self-Esteem Scale | 30 months | All measures taken at baseline, termination of treatment and six months follow-up. |
| Parenting Stress index | 30 months | All measures taken at baseline, termination of treatment and six months follow-up. |
Secondary
| Measure | Time frame |
|---|---|
| Qualitative interview conducted at baseline and termination. | 30 months |
Countries
United Kingdom
Contacts
Primary ContactWilliam Mandy, Dr
Outcome results
None listed