14 recherche sur le mot-clé 'RCT'

A pilot RCT of virtual reality job interview training in transition-age youth on the autism spectrum / Helen M. GENOVA in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101878 Titre : A pilot RCT of virtual reality job interview training in transition-age youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Helen M. GENOVA, Auteur ; Katie LANCASTER, Auteur ; James MORECRAFT, Auteur ; Mikayla HAAS, Auteur ; Alexandra EDWARDS, Auteur ; Michael DIBENEDETTO, Auteur ; Denise KRCH, Auteur ; John DELUCA, Auteur ; Matthew J. SMITH, Auteur Article en page(s) : 101878 Langues : Anglais (eng) Mots-clés : Autism  Transition age youth  Adolescents  Job interview  Virtual reality  RCT Index. décimale : PER Périodiques Résumé : Background Adolescents on the autism spectrum may have difficulty obtaining and maintaining employment. One particular obstacle for adolescents on the autism spectrum is the job interview. The purpose of the current pilot randomized controlled trial is to examine the preliminary effectiveness and feasibility of a virtual reality job interview tool (VR-JIT) in improving job interview performance in adolescents on the autism spectrum. Method The study was implemented in a high school setting. Fourteen adolescents on the autism spectrum were randomly divided into two groups: an experimental group (n = 7) and a services as usual (SAU) control group (n = 7). The intervention group received 10 h of VR-JIT, which includes interviewing with a virtual human and receiving feedback. All participants performed a video-recorded mock job interview at pre-test and post-test, which was rated by blinded assessors to track interview skills. Students filled out questionnaires related to job interviewing anxiety and self-efficacy pre- and post- intervention. Feasibility metrics were recorded as well. Results Repeated Measures ANOVA revealed improved a metric of job interview performance in the experimental group following the intervention compared to the control group, indicated by medium to large effect sizes. However, perceptions of anxiety and self-efficacy did not improve following the intervention. Students reported that the intervention was easy to use and enjoyable. Conclusions The current pilot study indicates preliminary evidence of the VR-JIT’s effectiveness in improving measures of job interview performance in adolescents on the autism spectrum, even though their own perceptions did not improve. Importantly, the VR-JIT intervention was implemented in a school setting, demonstrating feasibility in its adoption as part of curriculum to help improve employment outcomes in transition age youth on the autism spectrum. En ligne : https://doi.org/10.1016/j.rasd.2021.101878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] A pilot RCT of virtual reality job interview training in transition-age youth on the autism spectrum [Texte imprimé et/ou numérique] / Helen M. GENOVA, Auteur ; Katie LANCASTER, Auteur ; James MORECRAFT, Auteur ; Mikayla HAAS, Auteur ; Alexandra EDWARDS, Auteur ; Michael DIBENEDETTO, Auteur ; Denise KRCH, Auteur ; John DELUCA, Auteur ; Matthew J. SMITH, Auteur . - 101878. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101878 Mots-clés : Autism  Transition age youth  Adolescents  Job interview  Virtual reality  RCT Index. décimale : PER Périodiques Résumé : Background Adolescents on the autism spectrum may have difficulty obtaining and maintaining employment. One particular obstacle for adolescents on the autism spectrum is the job interview. The purpose of the current pilot randomized controlled trial is to examine the preliminary effectiveness and feasibility of a virtual reality job interview tool (VR-JIT) in improving job interview performance in adolescents on the autism spectrum. Method The study was implemented in a high school setting. Fourteen adolescents on the autism spectrum were randomly divided into two groups: an experimental group (n = 7) and a services as usual (SAU) control group (n = 7). The intervention group received 10 h of VR-JIT, which includes interviewing with a virtual human and receiving feedback. All participants performed a video-recorded mock job interview at pre-test and post-test, which was rated by blinded assessors to track interview skills. Students filled out questionnaires related to job interviewing anxiety and self-efficacy pre- and post- intervention. Feasibility metrics were recorded as well. Results Repeated Measures ANOVA revealed improved a metric of job interview performance in the experimental group following the intervention compared to the control group, indicated by medium to large effect sizes. However, perceptions of anxiety and self-efficacy did not improve following the intervention. Students reported that the intervention was easy to use and enjoyable. Conclusions The current pilot study indicates preliminary evidence of the VR-JIT’s effectiveness in improving measures of job interview performance in adolescents on the autism spectrum, even though their own perceptions did not improve. Importantly, the VR-JIT intervention was implemented in a school setting, demonstrating feasibility in its adoption as part of curriculum to help improve employment outcomes in transition age youth on the autism spectrum. En ligne : https://doi.org/10.1016/j.rasd.2021.101878 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)  

Public ISBD [article]  inAutism Research > 16-6 (June 2023) . - p.1236-1246 Titre : Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.1236-1246 Langues : Anglais (eng) Mots-clés : developmental delay  DTT  JASPER  language  minimally verbal  preschoolers  RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur . - p.1236-1246. Langues : Anglais (eng) in Autism Research > 16-6 (June 2023) . - p.1236-1246 Mots-clés : developmental delay  DTT  JASPER  language  minimally verbal  preschoolers  RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / G. WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Titre : Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial [Texte imprimé et/ou numérique] / G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur . - p.1425-1434. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task / Rachael BEDFORD in Autism Research, 17-11 (November 2024)  

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2346-2354 Titre : Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task Type de document : Texte imprimé et/ou numérique Auteurs : Rachael BEDFORD, Auteur ; Jonathan GREEN, Auteur ; Teodora GLIGA, Auteur ; Emily H. JONES, Auteur ; Mayada ELSABBAGH, Auteur ; Greg PASCO, Auteur ; Ming Wai WAN, Auteur ; Vicky SLONIMS, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Mark H. JOHNSON, Auteur ; Basis Team THE, Auteur Article en page(s) : p.2346-2354 Langues : Anglais (eng) Mots-clés : autism  elevated likelihood for autism  gaze following  infant siblings  intervention  parent-mediated intervention  RCT Index. décimale : PER Périodiques Résumé : Abstract Cognitive markers may in theory be more sensitive to the effects of intervention than overt behavioral measures. The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings?Video Interaction for Promoting Positive Parenting (iBASIS-VIPP) on an eye-tracking measure of social attention: dwell time to the referred object in a gaze following task. The original two-site, two-arm, assessor-blinded randomized controlled trial (RCT) of this intervention to increase parental awareness, and responsiveness to their infant, was run with infants who have an elevated familial likelihood for autism (EL). Fifty-four EL infants (28 iBASIS-VIPP intervention, 26 no intervention) were enrolled, and the intervention took place between 9?months (baseline) and 15?months (endpoint), with gaze following behavior measured at 15?months. Secondary intention to treat (ITT) analysis showed that the intervention was associated with significantly reduced dwell time to the referent of another person's gaze (??=??0.32, SE?=?0.14, p?=?0.03) at 15-month treatment endpoint. Given the established link between gaze following and language, the results are considered in the context of a previously reported, non-significant and transient trend toward lower language scores at the treatment endpoint (Green et al. (2015) The Lancet Psychiatry, 2(2), 133?140). Future intervention trials should aim to include experimental cognitive measures, alongside behavioral measures, to investigate mechanisms associated with intervention effects. En ligne : https://doi.org/10.1002/aur.3223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Parent-mediated intervention in infants with an elevated likelihood for autism reduces dwell time during a gaze-following task [Texte imprimé et/ou numérique] / Rachael BEDFORD, Auteur ; Jonathan GREEN, Auteur ; Teodora GLIGA, Auteur ; Emily H. JONES, Auteur ; Mayada ELSABBAGH, Auteur ; Greg PASCO, Auteur ; Ming Wai WAN, Auteur ; Vicky SLONIMS, Auteur ; Tony CHARMAN, Auteur ; Andrew PICKLES, Auteur ; Mark H. JOHNSON, Auteur ; Basis Team THE, Auteur . - p.2346-2354. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2346-2354 Mots-clés : autism  elevated likelihood for autism  gaze following  infant siblings  intervention  parent-mediated intervention  RCT Index. décimale : PER Périodiques Résumé : Abstract Cognitive markers may in theory be more sensitive to the effects of intervention than overt behavioral measures. The current study tests the impact of the Intervention with the British Autism Study of Infant Siblings?Video Interaction for Promoting Positive Parenting (iBASIS-VIPP) on an eye-tracking measure of social attention: dwell time to the referred object in a gaze following task. The original two-site, two-arm, assessor-blinded randomized controlled trial (RCT) of this intervention to increase parental awareness, and responsiveness to their infant, was run with infants who have an elevated familial likelihood for autism (EL). Fifty-four EL infants (28 iBASIS-VIPP intervention, 26 no intervention) were enrolled, and the intervention took place between 9?months (baseline) and 15?months (endpoint), with gaze following behavior measured at 15?months. Secondary intention to treat (ITT) analysis showed that the intervention was associated with significantly reduced dwell time to the referent of another person's gaze (??=??0.32, SE?=?0.14, p?=?0.03) at 15-month treatment endpoint. Given the established link between gaze following and language, the results are considered in the context of a previously reported, non-significant and transient trend toward lower language scores at the treatment endpoint (Green et al. (2015) The Lancet Psychiatry, 2(2), 133?140). Future intervention trials should aim to include experimental cognitive measures, alongside behavioral measures, to investigate mechanisms associated with intervention effects. En ligne : https://doi.org/10.1002/aur.3223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum / R. HANRAHAN in Journal of Autism and Developmental Disorders, 50-12 (December 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4243-4257 Titre : A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : R. HANRAHAN, Auteur ; E. SMITH, Auteur ; H. JOHNSON, Auteur ; A. CONSTANTIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.4243-4257 Langues : Anglais (eng) Mots-clés : Autism  Rct  Social stories  Technology  sofa-app.org. This is freely available and there are no financial conflicts of  interest. Index. décimale : PER Périodiques Résumé : Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n?=?9 children on the autism spectrum) and an attentional control group who received a poem (n?=?6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up. En ligne : http://dx.doi.org/10.1007/s10803-020-04490-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] A Pilot Randomised Control Trial of Digitally-Mediated Social Stories for Children on the Autism Spectrum [Texte imprimé et/ou numérique] / R. HANRAHAN, Auteur ; E. SMITH, Auteur ; H. JOHNSON, Auteur ; A. CONSTANTIN, Auteur ; Mark BROSNAN, Auteur . - p.4243-4257. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4243-4257 Mots-clés : Autism  Rct  Social stories  Technology  sofa-app.org. This is freely available and there are no financial conflicts of  interest. Index. décimale : PER Périodiques Résumé : Social stories is a widely used intervention for children on the autism spectrum, particularly within an educational context. To date, systematic reviews and meta analyses of the research evaluating social stories has produced mixed results, often due to a lack of methodological rigour and variability in the development and delivery of the social stories. To address the gap in methodological rigour, a pilot Randomised Control Trial (RCT) was conducted, incorporating a social stories intervention group (n?=?9 children on the autism spectrum) and an attentional control group who received a poem (n?=?6 children on the autism spectrum) using a digital platform to address variability. Digitally-mediated social stories were found to be effective in producing beneficial changes in behaviour outcomes, which were sustained at a six-week follow up. En ligne : http://dx.doi.org/10.1007/s10803-020-04490-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

A randomized controlled trial into the effects of neurofeedback, methylphenidate, and physical activity on EEG power spectra in children with ADHD / Tieme W. P. JANSSEN in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)  

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A Randomized Waitlist-Control Group Study of a Culturally Tailored Parent Education Intervention for Latino Parents of Children with ASD / Sandy MAGAÑA in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

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An experimental test of differential susceptibility to parenting among emotionally-dysregulated children in a randomized controlled trial for oppositional behavior / Stephen SCOTT in Journal of Child Psychology and Psychiatry, 53-11 (November 2012)  

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Effects of prefrontal transcranial direct current stimulation on social functioning in autism spectrum disorder: A randomized clinical trial / Yvonne MY HAN in Autism, 27-8 (November 2023)  

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Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)  

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