Parental Insightfulness and the Acquisition of Social Skills in Children With ASD. (ASD)

The Role of Parental Insightfulness in Enhancing the Acquisition of Social Skills in Young Children With ASD, Following a Parent Mediated Intervention

Parental Insightfulness (PI), promotes the development of the child's socio-emotional competence and her ability to have productive and sustaining relationships. PI is even more central in the case of young children with ASD, who struggle to socially communicate their needs and their mental and emotional states. PI's effects on the child's peer-interaction have not been tested and Since parents play a central role in intervention programs for their children with ASD, examining modifiable parent factors as mediators and moderators of treatment effectiveness could contribute to this line of research. The proposed study aims to test how pre intervention PI and intervention-related changes in PI affect parents' ability to support their children in the acquisition of peer-interaction skills. Using the PEERS for Preschoolers (P4P) program, the study will examine the effect of PI and parental involvement in a social skills intervention on children's acquisition and maintenance of social skills.

Study Overview

• Status: Recruiting
• Conditions: Autism Spectrum Disorder
• Intervention / Treatment: Behavioral: PEERS® for Preschoolers

Detailed Description

Parental Insightfulness (PI), the ability to see things from the child's point of view and to think about the motives that underlie the child's behavior, promotes the development of the child's socio-emotional competence and her ability to have productive and sustaining relationships. PI may be even more central in the case of young children with Autism Spectrum Disorder (ASD), who struggle to socially communicate their needs and their mental and emotional states. Previous research showed PI predicts adaptive child functioning and demonstrated the merit of PI both as a moderator and as a mediator of treatment outcomes in interventions that aim to promote PI and parent-child interaction. However, PI's effects on the child's peer-interaction have not been tested. Intervention research in ASD has evolved from the examination of treatment effectiveness to the pursuit of treatment mediators and moderators, that could be utilized for treatment individualization. Since parents play a central role in intervention programs for their children with ASD, examining modifiable parent factors as mediators and moderators of treatment effectiveness could contribute to this line of research. The proposed study aims to test how pre intervention PI and intervention-related changes in PI affect parents' ability to support their children in the acquisition of peer-interaction skills. Using the PEERS for Preschoolers (P4P) program, a parent assisted social skills training program for young children with ASD, the study will examine the effect of PI and parental involvement in a social skills intervention on children's acquisition and maintenance of social skills.

These aims will be tested in the following ways: 1) A randomized controlled trial will compare the effects of the parent-mediated P4P program to those of a P4P program with minimal parent involvement (P4P-mpi) on the outcome and the maintenance of gains in child social skills and on PI. 2) an examination of the role of pretreatment PI as a moderator of children's intervention-related social skills gains and their maintenance, and 3) an examination of the role of treatment related change in PI as a mediator of children's intervention-related social skills gains and their maintenance.

The trial will include 80 young children with ASD, aged 4-7, and their parents, who will be randomized into a P4P treatment group and a P4P-mpi control group. Participants will be tested pre- and post- a 16-week intervention period, as well as 10 weeks later, for follow up. Measures will include a behavioral microanalytic assessment of a peer play interaction and parental insightfulness assessment, a parental reflective functioning questionnaire, and social skills questionnaires filled out by parents and teachers. This study may promote the yet limited research on parent-mediated social skills interventions in young children with ASD and shed light on the role of parental insightfulness in children's treatment-related outcomes.

• Study Type: Interventional
• Enrollment (Anticipated): 85
• Phase: Not Applicable

Contacts and Locations

• Study Contact: Name: Liron Oliver Aronson, M.A; Phone Number: 972 03-531-7941; Email: liron.oliver@gmail.com

Study Locations

• Israel
  • Ramat-Gan, Israel, 5290002
    • Recruiting
    • Bar-Ilan University
    • Contact: Liron Oliver Aronson, M.A; Phone Number: 9725855508; Email: liron.oliver@gmail.com

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 4 years to 8 years (Child)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

Description

Inclusion Criteria:

• Clinical diagnosis of Autism spectrum disorder
• no cooccurring intellectual impairment

Exclusion Criteria:

• severe behavioral problems

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Treatment
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Triple

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: immediate parental involvement; Parental involvement in training is parallel to children's training	Behavioral: PEERS® for Preschoolers; P4P is a 16-week manualized social skills treatment program, adapted from an existing empirically supported social skills intervention for young children with autism; Other Names: P4P
Experimental: delayed parental involvement; Parental involvement in training will be given at the end of the children's training	Behavioral: PEERS® for Preschoolers; P4P is a 16-week manualized social skills treatment program, adapted from an existing empirically supported social skills intervention for young children with autism; Other Names: P4P

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Behavioral peer interaction measurement	The interaction will be videotaped and microanalytically coded for frequency and duration of child behaviors, using a designated computerized system	Immediate post intervention assessment
Insightfulness Assessment	IA (Insightfulness Assessment) transcripts are scored on ten 9-point rating scales The IA (Insightfulness Assessment) provides a classification of the parent's insightfulness as either established (i.e., positively insightful) or emerging (i.e., non-insightful)	Immediate post intervention assessment
Behavioral peer interaction measurement	The interaction will be videotaped and microanalytically coded for frequency and duration of child behaviors, using a designated computerized system	10 weeks post intervention (follow up) assessment
Insightfulness Assessment	IA (InsightfulneIA (Insightfulness Assessment) transcripts are scored on ten 9-point rating scales ss Assessment) transcripts are scored on ten 9-point rating scales	10 weeks post intervention (follow up) assessment

Secondary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Social Responsiveness Scale-second edition (Constantino & Gruber, 2012)	T scores can be computed for each subscale as well as for the total questionnaire, and for a social communication index. Minimun value is 1, maximum value is 4. higher scores mean worse outcome	Immediate post intervention assessment
Social Responsiveness Scale-second edition (Constantino & Gruber, 2012)	T scores can be computed for each subscale as well as for the total questionnaire, and for a social communication index. Minimun value is 1, maximum value is 4. higher scores mean worse outcome	10 weeks post intervention (follow up) assessment
The Social Skills Improvement System (SSIS; Gresham & Elliott, 2008)	Two standard composite scales can be computed for Social Skills and Behavior Problems. Minimun value is 1, maximum value is 4. higher scores mean better outcome	Immediate post intervention assessment
The Social Skills Improvement System (SSIS; Gresham & Elliott, 2008)	Two standard composite scales can be computed for Social Skills and Behavior Problems. Minimun value is 1, maximum value is 4. higher scores mean better outcome	10 weeks post intervention (follow up) assessment
Quality of Play Questionnaire (QPQ; Frankel & Mintz, 2011).	An Engagement Scale measures the extent that the child engaged in talk and physical interaction with the peer, and a Conflict Scale measures the degree of conflict between peers during the last play date. Minimun value is 0, maximum value is 3. higher scores mean better outcome	Immediate post intervention assessment
Quality of Play Questionnaire (QPQ; Frankel & Mintz, 2011).	An Engagement Scale measures the extent that the child engaged in talk and physical interaction with the peer, and a Conflict Scale measures the degree of conflict between peers during the last play date. Minimun value is 0, maximum value is 3. higher scores mean better outcome	10 weeks post intervention (follow up) assessment
The Parental Reflective Functioning Questionnaire (PRFQ; Luyten, Mayes, Nijssens & Fonagy, 2017).	Items are rated on a 7-point Likert scale. Minimun value is 1, maximum value is 7. higher scores mean better outcome	Immediate post intervention assessment
The Parental Reflective Functioning Questionnaire (PRFQ; Luyten, Mayes, Nijssens & Fonagy, 2017).	Items are rated on a 7-point Likert scale. Minimun value is 1, maximum value is 7. higher scores mean better outcome	10 weeks post intervention (follow up) assessment

Collaborators and Investigators

• Sponsor: Bar-Ilan University, Israel
• Collaborators: Israel Science Foundation
• Investigators: Principal Investigator: Ofer Golan, Phd, Bar Ilan Univercity

Study record dates

Study Major Dates

• Study Start (Actual): August 28, 2021
• Primary Completion (Anticipated): August 1, 2023
• Study Completion (Anticipated): October 1, 2023

Study Registration Dates

• First Submitted: August 12, 2021
• First Submitted That Met QC Criteria: August 25, 2021
• First Posted (Actual): August 31, 2021

Study Record Updates

• Last Update Posted (Actual): March 14, 2023
• Last Update Submitted That Met QC Criteria: March 13, 2023
• Last Verified: March 1, 2022

More Information

Terms related to this study

• Keywords: Autism, Random Clinical Trial, parental insightfulness
• Additional Relevant MeSH Terms: Mental Disorders; Neurodevelopmental Disorders; Child Development Disorders, Pervasive; Autism Spectrum Disorder
• Other Study ID Numbers: 205698

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No