Autism Spectrum Disorder
Conditions
Keywords
executive functioning, social cognitions, social communication, transition age youth
Brief summary
By utilizing community-based participatory research methods, this research was conducted in collaboration with the community through our partnership of researchers, educators, providers and consumers (Active Collaborative Hub for Individuals with ASD to Enhance Vocation and Education- ACHIEVE) to adapt a vocational soft skills program, Supported, Comprehensive Cognitive Enhancement & Social Skills (SUCCESS), for Transition Age Youth (TAY). The first step (years 1-2) involved adapting the intervention for autistic TAY by including feedback from multiple stakeholders and developing a curriculum to be implemented in both High Schools and Transition programs for the specific needs of autistic TAY and alpha piloting it. It involved understanding further the educational context for TAY students and current services available to prepare students for secondary outcomes of employment and/or college through a county wide survey. Step 2 (years 2-3) included pilot testing the feasibility, acceptability, implementation procedures and initial youth outcomes of the TAY SUCCESS intervention and further refining the curriculum and protocols. Findings demonstrated improvements in executive functioning and social functioning targets as well as distal outcomes of self-efficacy, mental health, educational and work behaviors and attitudes. The study results were disseminated through the ACHIEVE group as well as at conferences, website and publication.
Detailed description
Aim: With our ACHIEVE partners , develop the High School Supported, Comprehensive Cognitive Enhancement and Social Skills (SUCCESS) program to fit the needs of transition-age youth with ASD within the community educational system. 1. Standardize the TAY SUCCESS program by developing a facilitator manual, student workbook and corresponding support person materials. 2. Develop a training protocol that can be individualized and implemented within the HS educational system to provide initial training and ongoing coaching for educators to reach and sustain intervention fidelity. Aim: Conduct a pilot study to examine the feasibility, acceptability, and implementation procedures (recruitment, randomization, retention & training strategies) of TAY SUCCESS and to obtain estimates of effects to support a future large-scale effectiveness trial. 1. Examine intervention feasibility, acceptability, satisfaction, and sustainability. 2. Examine preliminary outcomes (executive functioning and social functioning)
Interventions
BEHAVIORALTAY SUCCESS
TAY SUCCESS stands for transition age youth supported, comprehensive cognitive enhancement and social skills. The cognitive-behavioral intervention teaches a number of strategies for executive functioning, social cognitive functioning and social communication.
OTHERUsual Care
Usual care involved the typical vocational supportive education program delivered in the educational setting
Sponsors
Rady Children's Hospital, San Diego
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Intervention model description
A small feasibility randomized clinical trial with randomization occurring at school site level. Two sites randomized to intervention and two sites randomized to control conditions.
Eligibility
Sex/Gender
ALL
Age
15 Years to 22 Years
Healthy volunteers
No
Inclusion criteria
* autism spectrum disorder * 15-22 yrs * communicative English language * enrolled in participating high school or transition program
Exclusion criteria
* intellectual disability * Other significant mental health
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Behavior Rating Inventory of Executive Function (BRIEF-2/BRIEF-A) | baseline to 6 month post | Self and Parent report of executive functioning skills. Higher scores indicate more executive functioning problems |
| Delis Kaplan Executive Function Scale (DKEFS) | baseline to 6 month post | performance based measure of executive functioning skills. Higher scores indicate more executive functioning abilities |
| Social Responsiveness Scale 2 (SRS-2) | baseline to 6 month post | parent report social functioning scale. Higher scores indicate more social functioning problems |
Countries
United States
Outcome results
None listed