scholarly journals A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder

2017 ◽  
Vol 58 (9) ◽  
pp. 1042-1052 ◽  
Author(s):  
Andrew J.O. Whitehouse ◽  
Joanna Granich ◽  
Gail Alvares ◽  
Margherita Busacca ◽  
Matthew N. Cooper ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Randomised Controlled Trial ◽  
Controlled Trial ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavioural Intervention ◽  
Randomised Controlled

scholarly journals Sleeping sound with autism spectrum disorder (ASD): study protocol for an efficacy randomised controlled trial of a tailored brief behavioural sleep intervention for ASD

BMJ Open ◽  
2019 ◽  
Vol 9 (11) ◽  
pp. e029767 ◽  
Author(s):  
Nicole Papadopoulos ◽  
Emma Sciberras ◽  
Harriet Hiscock ◽  
Katrina Williams ◽  
Jane McGillivray ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Randomised Controlled Trial ◽  
Family Functioning ◽  
Sleep Problems ◽  
Controlled Trial ◽  
Intervention Group ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Randomised Controlled ◽  
Children’S Sleep

IntroductionSleep problems are a characteristic feature of children with autism spectrum disorder (ASD) with 40% to 80% of children experiencing sleep difficulties. Sleep problems have been found to have a pervasive impact on a child’s socio-emotional functioning, as well as on parents’ psychological functioning. The Sleeping Sound ASD project aims to evaluate the efficacy of a brief behavioural sleep intervention in reducing ASD children’s sleep problems in a fully powered randomised controlled trial (RCT). Intervention impact on child and family functioning is also assessed.Methods and analysisThe RCT aims to recruit 234 children with a diagnosis of ASD, aged 5–13 years, who experience moderate to severe sleep problems. Participants are recruited from paediatrician clinics in Victoria, Australia, and via social media. Families interested in the study are screened for eligibility via phone, and then asked to complete a baseline survey online, assessing child sleep problems, and child and family functioning. Participants are then randomised to the intervention group or treatment as usual comparator group. Families in the intervention group attend two face-to-face sessions and a follow-up phone call with a trained clinician, where families are provided with individually tailored behavioural sleep strategies to help manage the child’s sleep problems. Teacher reports of sleep, behavioural and social functioning are collected, and cognitive ability assessed to provide measures blind to treatment group. The primary outcome is children’s sleep problems as measured by the Children’s Sleep Habits Questionnaire at 3 months post-randomisation. Secondary outcomes include parent and child quality of life; child social, emotional, behavioural and cognitive functioning; and parenting stress and parent mental health. Cost-effectiveness of the intervention is also evaluated.Ethics and disseminationFindings from this study will be published in peer-reviewed journals and disseminated at national and international conferences, local networks and online.Trial registration numberISRCTN14077107 (ISRCTN registry dated on 3 March 2017).

scholarly journals Effectiveness of Educational Module of Autism Spectrum Disorder (EMASD) in Identifying Children with ASD among preschool teachers: A Study Protocol for Parallel Cluster-Randomized Controlled Trial feasibility study

2021 ◽  
Author(s):  
Sahar Mohammed Taresh ◽  
Nor Aniza Ahmad ◽  
Samsilah Roslan ◽  
Aini Marina Ma'rof ◽  
sumaia mohammed Zaid
Keyword(s):  
Autism Spectrum Disorder ◽  
Randomised Controlled Trial ◽  
Feasibility Study ◽  
Preschool Teachers ◽  
Controlled Trial ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Module ◽  
Children With Asd ◽  
Randomised Controlled

Abstract Background: Increasing efforts have been focused on providing a quality education for children with Autism Spectrum Disorder (ASD) after identifying them at an early stage. Preschool teachers play a major role in the main ASD identification system as they represent the gatekeepers to identify and refer any children suspected of ASD to specialists. However, there is little literature available on the ability of preschool teachers of their perception regarding this role.Aim: The main objective of this study is to evaluate the feasibility and acceptability of an educational module to identify children with ASD (EMASD). The second objective is to assess the initial impact of the EMASD on improving preschool teacher’s ability to identify children with ASD in a normal school.Method: This pilot study will examine the feasibility of the randomised controlled trial (RCT) using EMASD as an intervention. The intervention will be ten weekly group-based sessions designed to improve the knowledge, belief, identification skills, and self-efficacy to identify children with ASD among Yemeni preschool teachers. The teachers will be randomly assigned to the intervention group that will receive the EMASD and the control group without any intervention. The feasibility will be determined based on the effectiveness as measured by questionnaires and open-ended questions. General linear measurement (GLM) will be used to compare the outcome scores in the questionnaire between the two groups and within the group whereas thematic analysis will be used to analyse the open-ended questions. Expected outcomes: The findings from this study will give critical empirical data about the feasibility of EMASD.Discussion: EMASD has the potential to increase the ability of preschool teachers to detect children with ASD. The findings from the feasibility study will be utilised to improve the research protocol of the randomised controlled trial and to ensure a better design of an intervention for a larger powered trial in the future.

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