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TAY SUCCESS: High School SUCCESS: Vocational Soft Skills Program for Transition-Age ASD Youth

Sponsor
Rady Children's Hospital, San Diego (Other)
Overall Status
Completed
CT.gov ID
NCT04953793
Collaborator
(none)
42
Enrollment
1
Location
2
Arms
37.8
Actual Duration (Months)
1.1
Patients Per Site Per Month

Study Details

Study Description

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.

Condition or Disease Intervention/Treatment Phase
  • Behavioral: TAY SUCCESS
  • Other: Usual Care
 Phase 1

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)

Study Design

Study Type:
Interventional
Actual Enrollment :
42 participants
Allocation:
Randomized
Intervention Model:
Parallel Assignment
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.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.
Masking:
None (Open Label)
Primary Purpose:
Treatment
Official Title:
High School SUCCESS: Vocational Soft Skills Program for Transition-Age ASD Youth
Actual Study Start Date :
Nov 6, 2017
Actual Primary Completion Date :
Jan 20, 2020
Actual Study Completion Date :
Dec 31, 2020

Arms and Interventions

Arm Intervention/Treatment
Experimental: TAY SUCCESS intervention

This intervention group received the TAY SUCCESS intervention over the course of 1 school year approximately 30 sessions.

Behavioral: TAY 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.
Active Comparator: Usual Care

This usual care group received typical High school or transition program curriculum over the course of 1 school year.

Other: Usual Care
Usual care involved the typical vocational supportive education program delivered in the educational setting

Outcome Measures

Primary Outcome Measures

  1. 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

  2. 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

  3. Social Responsiveness Scale 2 (SRS-2) [baseline to 6 month post]

    parent report social functioning scale. Higher scores indicate more social functioning problems

Eligibility Criteria

Criteria

Ages Eligible for Study:
15 Years to 22 Years
Sexes Eligible for Study:
All
Accepts 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

Contacts and Locations

Locations

Site City State Country Postal Code
1 Rady Children's Hospital San Diego San Diego California United States 92123

Sponsors and Collaborators

  • Rady Children's Hospital, San Diego

Investigators

None specified.

Study Documents (Full-Text)

More Information

Publications

None provided.
Responsible Party:
Rady Children's Hospital, San Diego
ClinicalTrials.gov Identifier:
NCT04953793
Other Study ID Numbers:
  • R34MH111491
First Posted:
Jul 8, 2021
Last Update Posted:
Jul 8, 2021
Last Verified:
Jun 1, 2021
Studies a U.S. FDA-regulated Drug Product:
No
Studies a U.S. FDA-regulated Device Product:
No
Keywords provided by Rady Children's Hospital, San Diego
executive functioning
social cognitions
social communication
transition age youth
Additional relevant MeSH terms:
Autism Spectrum Disorder

Study Results

No Results Posted as of Jul 8, 2021