Transition Support Program for Young Adults With Autism Spectrum Disorders
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|ClinicalTrials.gov Identifier: NCT02439671|
Recruitment Status : Completed
First Posted : May 12, 2015
Last Update Posted : May 9, 2017
|Condition or disease||Intervention/treatment||Phase|
|Autism Spectrum Disorder||Behavioral: McGill Transition Support Program||Not Applicable|
The difficulties characterizing Autism Spectrum Disorder (ASD) are often associated with childhood; however, ASD is a lifespan diagnosis that continues to impact opportunities in the community. There is currently a very significant gap in support services for young adults with ASDs that has grave consequences both for individuals and their families in terms of vocational success and social inclusion and for society as a whole in terms of the financial burden of long-term adult care.
Individuals on the higher end of the autism spectrum do not have intellectual disability and possess good language skills. Yet they often show significant difficulty with applying their skills during demanding social interactions, which is detrimental to their ability to form relationships and navigate interactions in the workplace. In the few studies of outcomes of adults with ASD it is reported that fewer than 5% of adults at the highest end of the spectrum were living independently and only 12% were employed viably. This underscores the tremendous need for targeted services for young adults with ASD without intellectual disability.
The McGill Transition Support Program was developed to target participants' self-expressed needs in communication, self-determination and working with others skills, which have been associated with better quality of life. Besides the intake, pre- and post-program measures sessions, the participants, aged 18 - 30 years, take part in ten 2-hour group meetings. The study design has been termed a "staggered enrollment trial", that is participants were randomly assigned to take part in the program in the next available cycle or to the waiting list for a subsequent cycle. Pre- and post-program assessment include social problem solving stories, quality of life and self-determination measures, a communication task and a needs and skills questionnaire.
|Study Type :||Interventional (Clinical Trial)|
|Actual Enrollment :||34 participants|
|Intervention Model:||Parallel Assignment|
|Masking:||Single (Outcomes Assessor)|
|Official Title:||A Service Delivery Model to Better Support Young Adults With Autism Spectrum Disorders in the Transition From School to the Community|
|Study Start Date :||May 2012|
|Actual Primary Completion Date :||July 2015|
|Actual Study Completion Date :||July 2016|
Experimental: Immediate intervention
Participant assigned to McGill Transition Support Program in next available session
Behavioral: McGill Transition Support Program
The McGill Transition Support Program is manual-based, including 15 modules of curriculum, five in each of the following domains of skills:
Nine out of the 15 modules are selected for each group according to the common needs endorsed by participants on a needs assessment questionnaire. Each group consists of 4 adults and two facilitators who were graduate students in Speech Language Pathology or Educational Psychology.
The intervention follows a Self-Determination Learning Model of Instruction (SDLMI) that considers the individual's strengths and needs in the development of personal goals and plans for one's future. A workbook is used to accompany each module with the aim of having the participants practice and generalize the main content messages.
No Intervention: Waiting List control
Participant assigned to waiting list for one session prior to receiving McGill Transition Support Program in following session
- Change in Social problem-solving task (Channon & Crawford, 2010) [ Time Frame: 4-6 weeks prior to session, 4-6 weeks after session ]
- Change in Arc's Self-Determination Scale (SDS; Wehmeyer & Kelchner, 1995) [ Time Frame: 4-6 weeks prior to session, 4-6 weeks after session, and 12 month follow-up post-Program ]
- Change in Quality of Life Questionnaire (Shalock & Keith, 1993) [ Time Frame: 4-6 weeks prior to session, abridged version: 4-6 weeks after session and 12 month follow-up post-Program ]
- Curriculum-specific workbook questions [ Time Frame: every week for 9 weeks at the end of group intervention meetings ]
- Participant Program Evaluation Survey (Flanagan & Nadig, 2012) [ Time Frame: 4-6 weeks after Program and 12 month follow-up post-Program ]Questionnaire composed of qualitative (open-ended) questions
- Parent Program Evaluation Survey (Flanagan & Nadig, 2012) [ Time Frame: 4-6 weeks after Program ](Questionnaire composed of quantitative (Likert-type) and qualitative (open-ended) questions)
- Questionnaire on vocational, educational and living situation outcomes [ Time Frame: 12 month follow-up post-Program ]
- Communication task (Nadig, Vivanti, & Ozonoff, 2009) [ Time Frame: 4-6 weeks prior to session, 4-6 weeks after session ]
To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.
Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT02439671
|Montreal, Quebec, Canada|
|Principal Investigator:||Aparna Nadig, Ph.D.||School of Communication Sciences and Disorders, McGill University|
|Principal Investigator:||Tara Flanagan, Ph.D.||Department of Educational and Counselling Psychology, McGill University|