Optimizing Social and Communication Outcomes for Toddlers With Autism

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)86 enrolled

Overview

This project will examine the efficacy of two different treatment approaches aimed at facilitating change in social and communications outcomes of toddlers with autism.

The proposed research tests a theoretically and empirically derived treatment approach aimed at facilitating change in joint attention interactions between caregivers and their toddlers with autism. Young children with autism show impairments in engaging in joint attention skills such as pointing and showing. The importance of joint attention is underscored by data showing that these skills are important to later development of language. Yet these interaction and skills deficits have rarely been the focus of systematic intervention efforts, particularly with caregivers. Moreover, current interventions for young children wiht autism are behavioral in approach, therapist driven, and often exclude the lowest functioning and developmentally youngest children. Thus, targeting these deficits in developmentally young children using familiar caregivers may result in better language outcomes for these children. The overarching goal of the proposed project is to rigorously test an intervention program for caregivers and their toddlers with autism that is developmentally informed, child-centered and focused on joint attention intervention with their toddlers versus mothers who receive parent education about autism and child development. The Primary aims of this research are as follows: * Aim 1: To determine if caregiver mediated intervention on joint engagement is superior to caregiver education on social communication and language outcomes in children. * Aim 2: To determine if skill development in the context of caregiver child interaction transfers to interactions with classroom teachers and peers. * Aim 3: To examine characteristics of families and children that best predict social-communication outcome.

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

TREATMENT

Masking

SINGLE

Enrollment

Conditions

Autism Spectrum Disorder

Interventions

Caregiver-Mediated InterventionBEHAVIORAL

1 (two- 1/2 jour sessions weekly) hour of intervention per week for 10 weeks in which parents and their child meet with the interventionist together using the caregiver as a means to facilitate change in their child's development

Caregiver-Education InterventionBEHAVIORAL

The caregiver meets 1 time (1 hour each session) a week for 10 weeks with an interventionist - caregiver will receive information on child development and have the opportunity to ask questions and discuss the information vis-a-vis their own child

Eligibility

Sex: ALLMin age: 18 MonthsMax age: 36 Months

Medical Language ↔ Plain English

Inclusion Criteria: * Child meets screening criteria for PDD * Not currently enrolled in a pre-existing intervention program * Parent is available for intervention * Child must be ready to start in the Early Childhood Partial Hospitalization Program (ECPHP) at UCLA Exclusion Criteria: * Child does not have other sensory or genetic disorders * Children already on medication on the outset, although we find few toddlers already on medication when they begin treatment. If children begin medication after treatment commences, then we will keep all informatin and data pertaining to possible medication effects and statistically convey medication use if necessary * Co-morbidity, participant diagnosed with other diseases * Family/participant unable to follow-up

Locations (1)

University of California Los Angeles

Los Angeles, California, United States

Outcomes

Primary Outcomes

Cognitive Assessment - Mullen Scales of Early Learning (MSEL)

Time frame: Before treatment begins and at the 6 month follow up

Language Assessment - Reynell Developmental Language Scales

Time frame: Before treatment begins and at 6 month follow up

Secondary Outcomes

Language Sample - The Caregiver Child Interaction will be coded at each timepoint to obtain a 10 minute sample of the child's language transcription will yield a measure of lexical density, type-token ration and mean length of utterances

Time frame: Prior to Intervention, two follow up points 3 month post intervention and 6 months post intervention

Early Social-Communication Scales; frequencies of initiating and responses of joint attention behaviors to toys and l interaction - sessions will be video taped

Time frame: Before intervention, at the end of intervention and at the 3 and 6 month follow up

MacArthur Communicative Development Inventories

Time frame: Before Intervention, after intervention at 3 month and 6 month follow ups

Parent Expectancy/Belief in the Intervention - assesses caregiver beliefs that the intervention is appropriate and working for the child

Time frame: Before intervention and once during each phase of the intervention for total of 3 ratings (during intervention)

ADOS - The Autism Diagnostic Observation Schedule - semi-structured, standardized assessment of communication, social interaction, play and imaginative use of materials

Time frame: Prior to intervention (determines eligibility) and 6 months post intervention

Generalization of skills to classroom - Observational measure to determine whether child show generalization of skill to the classroom,and in interaction with teachers & peers

Data from ClinicalTrials.gov

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