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Completed

NCT Number: NCT05300295

Mentorship Program for Individuals With Autism Spectrum Disorder (ASD)

The purpose of this pilot project is to evaluate the feasibility of a mentorship program for adolescents with autism spectrum disorder (ASD). Data will be collected from adolescents with ASD and their parents/guardians. Study findings will be used to inform further development of the mentoring program for individuals with ASD.

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Key information

Conditions

Autism Spectrum Disorder Autistic Disorder Child Development Disorders, Pervasive Mental Disorders Neurodevelopmental Disorders

Age range

14 year and older

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

University of Minnesota

Minneapolis, Minnesota, 55455, United States

Who can participate

Healthy volunteers accepted: No

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

Inclusion criteria

  • Diagnosis of autism spectrum disorder (ASD)
  • Age 14-18
  • Participants in the mentoring program.
  • Participants must have fluent language and will speak and understand English.
  • Participants must be able to commit to providing evaluation data.

Exclusion criteria

  • Have an intellectual disability (IQ under 70)

Treatment and study plan

Mentoring program

Behavioral

The Autism Mentorship Program is a psychosocial intervention that pairs adults and adolescents with autism spectrum disorder (ASD) in one-to-one mentoring relationships. AMP involves weekly meetings in an afterschool setting and targets the socio-emotional health and social connectedness of adolescents and adults with ASD.

Other names: Autism Mentorship Program

Primary outcomes

  1. Number of Sessions Attended

    Time frame: within 30 days of the intervention end, up to 10 months

    Median count of completed session visits

  2. Participant Program Satisfaction Scores

    Time frame: within 30 days of the intervention end, up to 10 months

    Average program satisfaction score; range = 1-5; higher scores are better

  3. Mentoring Relationship Quality

    Time frame: within 30 days of the intervention end, up to 10 months

    Average quality of the mentoring relationship score; range = 1-5; higher scores are better

  4. Child Behavior Checklist Scores (Internalizing Subscale)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Parent-completed assessment of child's internalizing behavior; T scores for the internalizing subscale range 0-100 with higher scores being worse

  5. Child Behavior Checklist Scores (Externalizing Subscale)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Parent-completed assessment of child's externalizing behavior; T scores for the externalizing subscale range 0-100 with higher scores being worse

  6. Youth Self-Report Scores (Internalizing Subscale)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Youth self-reported assessment of internalizing behavior; T scores for the internalizing subscale range 0-100 with higher scores being worse

  7. Youth Self-Report Scores (Externalizing Subscale)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Youth self-reported assessment of externalizing behavior; T scores for the externalizing subscale range 0-100 with higher scores being worse

  8. Social Skills Improvement System Scores (Social Competence Scale; Parent-report)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Parent-completed assessment of child's social competence; Standard scores for the social competence subscale range 40-160 with lower scores being worse

  9. Social Skills Improvement System Scores (Problem Behavior Scale; Parent-report)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Parent-completed assessment of child's problem behavior; Standard scores for the problem behavior subscale range 40-160 with higher scores being worse

  10. Social Skills Improvement System Scores (Social Competence Scale; Youth-report)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Youth self-reported assessment of social competence; Standard scores for the social competence subscale range 40-160 with lower scores being worse

  11. Social Skills Improvement System Scores (Problem Behavior Scale; Youth-report)

    Time frame: at pre-intervention (within 30 days of intervention start) and post-intervention (within 30 days of intervention end), up to 10 months

    Youth self-reported assessment of problem behavior; Standard scores for the problem behavior subscale range 40-160 with higher scores being worse

Sponsors and collaborators

Lead sponsor

University of Minnesota

Other

Collaborators

  • National Institutes of Health (NIH)

Registry information

Official study title

Evaluation of a Mentorship Program for Individuals With Autism Spectrum Disorder (ASD)

Important dates

Study start
2019
Primary completion
2020
Study completion
2020
First posted
Mar 29, 2022
Registry last updated
Oct 21, 2022

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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