Autism Spectrum Disorder
Conditions
Brief summary
This pilot study examines the impact of the SeRenade Parent-Child Music Class Program, which emphasizes parent training, peer inclusion, and musical play combined with established behavioral techniques, on the development of child social engagement, positive behavior, and parental well-being.
Detailed description
This pilot study evaluates the impact of the SeRenade Parent-Child Music Class Program on families of children with and without autism spectrum disorders (ASD). This study examines the impact of this program on social development in children with ASD, parental stress and efficacy, and parent-child relationships. A primary goal of this study is to examine multiple levels of analysis including families' experience within and outside of the music class program.
Interventions
BEHAVIORALSeRenade Parent-Child Music Class
Parent-Child Music Class involving parent training, peer inclusion, and musical play
BEHAVIORALDelayed Intervention
Participants receive intervention after delay
Sponsors
National Endowment for the Arts, United States
Vanderbilt University Medical Center
Study design
Allocation
RANDOMIZED
Intervention model
CROSSOVER
Primary purpose
OTHER
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
20 Months to 72 Months
Healthy volunteers
Yes
Inclusion criteria
* children diagnosed with ASD or children without ASD
Exclusion criteria
* currently enrolled in music therapy or parent-child music classes (for children with ASD); significant behavior problems (e.g., aggression toward other children); significant hearing or visual impairments
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parenting Efficacy/Quality | Change from pre to post program (baseline and 12-weeks) | Parent report questionnaire; higher scores indicate greater efficacy, range 10-40 |
| Motor Imitation Scale | Change from pre to post program (baseline and 12-weeks) | Standardized elicited imitation assessment; scores range 0-32; greater scores indicate greater imitation skills |
| Actions & Gestures | Change from pre to post program (baseline and 12-weeks) | Standardized parent report questionnaire of child's gestures/actions/pretend play |
| Parenting Stress Index, 4th edition Short Form | Change from pre to post program (baseline and 12-weeks) | Standardized parent report questionnaire |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Parent-Child Interaction | Change from pre to post program (baseline and 12-weeks) | parent-child play/music session |
| social visual attention eye-tracking paradigm | Change from pre to post program (baseline and 12-weeks) | — |
Other
| Measure | Time frame | Description |
|---|---|---|
| parent mood/connection | change from before/after the class session at class 1 (week 1) to 12 (week 12) (a session of classes is 12-weeks on average) | parent ratings |
| Program acceptability | post program (12 weeks) | parent program evaluation survey |
Countries
United States
Outcome results
None listed