Autism Spectrum Disorder, Depression, Anxiety
Conditions
Keywords
smartphone, ecological momentary intervention (EMI), ecological momentary assessment (EMA)
Brief summary
The present study aims to expand the availability of emotional supports in order to promote successful transitions and longer-term outcomes for autistic students in PSE.
Detailed description
This study has three specific aims: Aim 1: Identify mental health needs of autistic students to inform supports. Focus groups engaging key stakeholders will be used to understand the mental health needs of autistic college students and inform adaptation of two individualized mental health supports: 1) the ESP intervention and 2) protocols for monitoring mood and psychological distress. Aim 2: Develop resources to inform and guide mental health care of autistic students. Focus group information will inform 1) adaptation of clinician (ESP-C) and self-guided (ESP-S) emotional support plans and monitoring protocols and 2) develop a College Student Mental Health Guide to aide autistic college students, their families and mental health professionals in proactive planning for mental health supports during PSE. Aim 3: Assess the feasibility, acceptability and initial efficacy of the ESP-C and ESP-S. The study will yield preliminary data to apply for additional funding to conduct a large-scale trial to validate these methods to monitor and support mental health of autistic adults. Information gathered from the study will also be used to inform development of a mental health guide for autistic students.
Interventions
BEHAVIORALEmotional Support Plan - Clinician Guided (ESP-C)
The Emotional Support Plan (ESP) is designed to help prepare students to cope with stress experienced during postsecondary education. The ESP-C is delivered by a clinician in 2 sessions.
BEHAVIORALEmotional Support Plan - Self Guided (ESP-S)
The Emotional Support Plan (ESP) is designed to help prepare students to cope with stress experienced during postsecondary education. The ESP-S is created by the participant on their own, with the support of self-guided materials.
Sponsors
Organization for Autism Research
Rutgers, The State University of New Jersey
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
17 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Previous ASD diagnosis, * Has smartphone (to access the ESP app) * At least 6th grade Reading Comprehension on the WRAT-5. The WRAT-5 may not be required if a student has other evidence of age-appropriate reading level. * Be currently enrolled in a Postsecondary Education (PSE) institution.
Exclusion criteria
* Not a students in a PSE Institution or do not have diagnosis of ASD * Score below a 6th grade Reading Comprehension on the WRAT-5 * Unable to understand English * No access to a compatible iOS and Android smartphone * the PI's clinical judgment that it would not be in the adult's best interest to be enrolled
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in distress on Patient Health Questionnaire (PHQ-9) | 15 week monitoring period | The PHQ-9, assessed weekly for first 6 weeks and biweekly for remaining 9 weeks, is a 9-item questionnaire of psychological function over the past week with all items on a 0 (not at all) to 3 (nearly every day) scale. Higher scores equal more distress. |
| Change in distress on Ecological Momentary Assessment (EMA) reports | 15 week monitoring period | EMA (Ecological Momentary Assessment) reports of decreased distress (in ESP + daily monitoring groups only). Scores range from 0(not at all) to 5 (very much). Higher scores on the item equal higher levels of distress. |
| Change in anxiety symptoms on the Generalized Anxiety Disorder Questionnaire (GAD-7) | 15 week monitoring period | The GAD-7, assessed weekly, is a 7-item questionnaire of anxiety symptoms over the past week with all items on a 0 (not at all) to 3 (nearly every day) scale. Higher scores equal more anxiety. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Adult Self Report | 15 week monitoring period | The ASR is a measure of adaptive functioning and psychopathology (e.g., anxiety, depression symptoms). Most of the items are on a 3 point scale including: (0) Not true, (1) Somewhat or sometimes true, and (2) Very often or often true. Higher scores equal more symptoms. |
| Change Young Adult Coping Orientation for Problem Experience (YA-COPE) | 15 week monitoring period | The YA-COPE is a 56-item measure designed to capture coping behaviors of college students. Items are rated on a scale of 1(never) to 5 (most of the time. Higher scores indicate more positive strategies. |
| Change in Adult Behavior Checklist | 15 week monitoring period | The ABCL is a caregiver-report measure of adaptive functioning and psychopathology (e.g., anxiety, depression symptoms). Most of the items are on a 3 point scale including: (0) Not true, (1) Somewhat or sometimes true, and (2) Very often or often true. Higher scores equal more symptoms. |
| Change in Emotion Dysregulation Inventory | 15 week monitoring period | The EDI is a measure of emotion dysregulation designed for use with individuals with autism. Items are rated on a scale of 0-5. Higher score equal more symptoms. |
Countries
United States
Outcome results
None listed