Autism Spectrum Disorder (ASD)
Conditions
Keywords
autism, videodrama
Brief summary
Autism spectrum disorder (ASD) is a neurodevelopmental disorder (Valerie, Sperenza, 2009) that begins early in development, characterized by persistent deficits in communication and social interactions across various contexts and restricted, repetitive patterns of behavior, interests, or activities. These symptoms significantly impact social, school/professional functioning, or other important areas and are not better explained by intellectual disability or global developmental delay (American Psychiatric Association, 2013).
Detailed description
Currently, managing children with ASD emphasizes compensating for communication and social interaction disabilities. Communication tools like PECS or Makaton and social skills groups have shown effectiveness but have limitations, particularly not addressing sensory atypicalities seen in children with ASD. These sensory atypicalities are evident when children watch videos on screens. The idea is to use video to understand the sensory experiences of children with ASD and help them move away from an isolated relationship with screens. New technologies can further isolate children with ASD in their autistic sphere. The hypothesis is that observing these children with screens will provide better understanding of their sensory experiences and improve therapeutic support towards play and interaction with others
Interventions
OTHERpatient included in experimental groupe will view the video excerpt, a playtime, a drawing activities
Patients included in the videodrama arm will participate in a total of 18 videodrama sessions, with one session per week. Each session will include a patient welcome period, the viewing of a video excerpt (in slow motion or not), a playtime, a drawing period, and a group closing session. For the play and drawing activities, the same materials will be provided in each department and for each group, including small figurines, animals, shapes (such as cubes, triangles, circles), small plush toys, markers, colored pencils, and A4 white sheets of paper.
Sponsors
Centre Hospitalier Intercommunal Robert Ballanger
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
3 Years to 15 Years
Healthy volunteers
No
Inclusion criteria
* Children aged 3 to 15 years. * Clinically confirmed ASD by a psychiatrist. * Parental or legal guardian consent for participation. * Child showing a strong interest in screens and/or video content. * Ability to tolerate the presence of other children. * Minimum of 18 video drama sessions. * Not having benefited from disease care in the past. * Affiliation to a social security system
Exclusion criteria
* No ASD diagnosis. * Younger than 3 or older than 15 at the study start. * No interest in screens or video content. * Parental or legal guardian refusal for participation. * Dropping out before completing 18 sessions. * Patient having benefited a disease care in the past
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Dunn Sensory Profile questionnaire | 9 months | Sensory atypicality frequency will be assessed using the Dunn Sensory Profile questionnaire, describing child behavior in various sensory experiences |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Cars-T questionnaire | 9 months | Observe improvements in social skills (interaction and communication) in children with ASD, assessed by the Cars-T questionnaire, |
| Sceno Test | 9 months | Observation of the emergence of a symbolic game. This emergence will be evaluated by the passation of the scenotest, a test which reveals the different modalities of integration of the game. |
Countries
France
Contacts
Primary ContactConstance LEMARCHAND
Outcome results
None listed