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Completed

NCT Number: NCT04953793

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

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.

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Key information

Conditions

Autism Spectrum Disorder Behavior Child Development Disorders, Pervasive Communication Mental Disorders Neurodevelopmental Disorders

Age range

15 year–22 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Phase 1

Primary location

Rady Children's Hospital San Diego

San Diego, California, 92123, United States

About this study

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.

  • Standardize the TAY SUCCESS program by developing a facilitator manual, student workbook and corresponding support person materials.
  • 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.

  • Examine intervention feasibility, acceptability, satisfaction, and sustainability.
  • Examine preliminary outcomes (executive functioning and social functioning)

Who can participate

Healthy volunteers accepted: No

Only the study team can determine whether someone qualifies for participation.

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

Treatment and study plan

TAY SUCCESS

Behavioral

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.

Usual Care

Other

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

Primary outcomes

  1. Behavior Rating Inventory of Executive Function (BRIEF-2/BRIEF-A)

    Time frame: 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)

    Time frame: 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)

    Time frame: baseline to 6 month post

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

Sponsors and collaborators

Lead sponsor

Rady Children's Hospital, San Diego

Other

Registry information

Acronym: TAY SUCCESS

Important dates

Study start
2017
Primary completion
2020
Study completion
2020
First posted
Jul 8, 2021
Registry last updated
Jul 8, 2021

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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