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NCT Number: NCT05664841

The Impact of a Virtual Magic Trick Training Program

The proposed project will attempt to confirm the benefits of a structured magic trick training program (MTTP) experience in adolescents with autism. Benefits of participating in a 6-week virtual MTTP will be evaluated using validated assessments to measure social-emotional competencies.

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Key information

Age range

11 year–18 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Phase 2

Primary location

University of Alabama at Birmingham

Birmingham, Alabama, 35294, United States

Location status: Recruiting

Location contact

Hon K Yuen, PhD

CONTACT

Hon K Yuen, PhD

PRINCIPAL_INVESTIGATOR

About this study

The proposed study will employ a RCT to test the two hypotheses. The design of the MTTP is based on the SEL framework. The study will incorporate a 2 x 3 two-way factorial design with repeated measures at three time points. The two between-subject factor conditions will be participation in a MTTP versus a waitlist control condition that will be evaluated at baseline, immediately post-program, and at 6-week follow-up (within-subject factor conditions). Sixty adolescents with autism will be recruited for this study.

Aim 1. Evaluate the therapeutic benefits of a 6-week virtual MTTP on social-emotional functioning, and emotional stress among adolescents with autism.

Hypothesis #1: Adolescents with autism who participate in a virtual MTTP will demonstrate better social-emotional functioning, and a reduction in emotional stress compared to waitlist controls at the conclusion of a 6-week MTTP.

Hypothesis #2: The positive impact of the virtual MTTP on the participants' improved social-emotional functioning, and reduction in emotional stress will be maintained at 6-week follow-up.

Who can participate

Healthy volunteers accepted: No

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

Inclusion criteria

  • Confirmed diagnosis (with proof of evidence) of autism;
  • Aged between 11 and 18 years (younger children may lack the inductive reasoning skills to learn magic tricks);
  • Have functional hand dexterity to do magic tricks
  • Intact cognition as indicated by a score above the corresponding cut-off point of the child's age on the Mini-Mental Examination for Children; and
  • Access to internet and a computer or smartphone that can perform videoconferencing.

Exclusion criteria

  • Severe hearing or visual impairments that prevent online learning;
  • Previous participation in organized magic learning program or camp;
  • Current or planned participation in psychological therapy or a clinical trial during the study period that could affect the outcomes of the study.

Treatment and study plan

magic trick training

Behavioral

A typical session will begin with the magician demonstrating a magic trick then revealing the secret move of the trick.The participants will learn and practice each trick. With assistance from the magician, participants will develop an oralstory presentation for the trick. After participants master one trick, the magician will demonstrate and teach the next.

Primary outcomes

  1. Test of Adolescents Social Skills Knowledge (TASSK)

    Time frame: baseline

    The TASSK is a self-report 30-item questionnaire that measures knowledge of specific social skills. Scores range between 0 to 26 with higher score reflecting greater knowledge of adolescent social skills.

  2. Test of Adolescents Social Skills Knowledge (TASSK)

    Time frame: at 6 week

    The TASSK is a self-report 30-item questionnaire that measures knowledge of specific social skills. Scores range between 0 to 26 with higher score reflecting greater knowledge of adolescent social skills.

  3. Test of Adolescents Social Skills Knowledge (TASSK)

    Time frame: at 12 week

    The TASSK is a self-report 30-item questionnaire that measures knowledge of specific social skills. Scores range between 0 to 26 with higher score reflecting greater knowledge of adolescent social skills.

  4. Strengths and Difficulties Questionnaire (SDQ)

    Time frame: baseline

    SDQ (peer problem scale and prosocial scale) consists of 10 items rated on a 3-point Likert-type scale (not true=1 to certainly true=3), with higher scores indicating higher psychological problems. Some items require reverse scoring.

  5. Strengths and Difficulties Questionnaire (SDQ)

    Time frame: at 6 week

    SDQ (peer problem scale and prosocial scale) consists of 10 items rated on a 3-point Likert-type scale (not true=1 to certainly true=3), with higher scores indicating higher psychological problems. Some items require reverse scoring.

  6. Strengths and Difficulties Questionnaire (SDQ)

    Time frame: at 12 week

    SDQ (peer problem scale and prosocial scale) consists of 10 items rated on a 3-point Likert-type scale (not true=1 to certainly true=3), with higher scores indicating higher psychological problems. Some items require reverse scoring.

  7. Rosenberg Self Esteem Scale (RSES)

    Time frame: baseline

    RSES consists of 10 items rated on a 4-point Likert-type scale, with higher scores indicate higher self-esteem.

  8. Rosenberg Self Esteem Scale (RSES)

    Time frame: at 6 week

    RSES consists of 10 items rated on a 4-point Likert-type scale, with higher scores indicate higher self-esteem.

  9. Rosenberg Self Esteem Scale (RSES)

    Time frame: at 12 week

    RSES consists of 10 items rated on a 4-point Likert-type scale, with higher scores indicate higher self-esteem.

  10. UCLA Loneliness Scale Version 3

    Time frame: baseline

    The UCLA Loneliness Scale (Version 3) is a 20-item measure that assesses how often a person feels disconnected from others. Using a 4-point rating scale (1= never; 4 = always), participants answer 20 questions, such as "How often do you feel left out?" and "How often do you feel part of a group of friends?" Researchers later reverse-code the positively worded items so that high values mean more loneliness, and then calculate a score for each respondent by averaging their ratings.

  11. UCLA Loneliness Scale Version 3

    Time frame: at 6 week

    The UCLA Loneliness Scale (Version 3) is a 20-item measure that assesses how often a person feels disconnected from others. Using a 4-point rating scale (1= never; 4 = always), participants answer 20 questions, such as "How often do you feel left out?" and "How often do you feel part of a group of friends?" Researchers later reverse-code the positively worded items so that high values mean more loneliness, and then calculate a score for each respondent by averaging their ratings.

  12. UCLA Loneliness Scale Version 3

    Time frame: at 12 week

    The UCLA Loneliness Scale (Version 3) is a 20-item measure that assesses how often a person feels disconnected from others. Using a 4-point rating scale (1= never; 4 = always), participants answer 20 questions, such as "How often do you feel left out?" and "How often do you feel part of a group of friends?" Researchers later reverse-code the positively worded items so that high values mean more loneliness, and then calculate a score for each respondent by averaging their ratings.

  13. Self-efficacy Questionnaire for Children

    Time frame: baseline

    It consists of 16 items rated on a 5-point Likert-type scale (not at all=1 to very well=5) with higher scores indicating higher self-efficacy.

  14. Self-efficacy Questionnaire for Children

    Time frame: at 6 week

    It consists of 16 items rated on a 5-point Likert-type scale (not at all=1 to very well=5) with higher scores indicating higher self-efficacy.

  15. Self-efficacy Questionnaire for Children

    Time frame: at 12 week

    It consists of 16 items rated on a 5-point Likert-type scale (not at all=1 to very well=5) with higher scores indicating higher self-efficacy.

  16. Best Friend Index

    Time frame: baseline

    The Best Friend Index is a scale for the measurement of the features of positive and negative friendship consisting of 18 items. Each item is answered on a 5-point scale (from 1= Never to 5=Very often).

  17. Best Friend Index

    Time frame: at 6 week

    The Best Friend Index is a scale for the measurement of the features of positive and negative friendship consisting of 18 items. Each item is answered on a 5-point scale (from 1= Never to 5=Very often).

  18. Best Friend Index

    Time frame: at 12 week

    The Best Friend Index is a scale for the measurement of the features of positive and negative friendship consisting of 18 items. Each item is answered on a 5-point scale (from 1= Never to 5=Very often).

  19. Quality of Socialization Questionnaire

    Time frame: baseline

    It is a 12-item self-report and parent-report measure to assess the frequency of adolescents get-together, number of friends involved and the level of conflict during get-togethers over the previous month.

  20. Quality of Socialization Questionnaire

    Time frame: at 6 week

    It is a 12-item self-report and parent-report measure to assess the frequency of adolescents get-together, number of friends involved and the level of conflict during get-togethers over the previous month.

  21. Quality of Socialization Questionnaire

    Time frame: at 12 week

    It is a 12-item self-report and parent-report measure to assess the frequency of adolescents get-together, number of friends involved and the level of conflict during get-togethers over the previous month.

  22. Autism Social Skills Profile

    Time frame: baseline

    It is a checklist that provides a comprehensive measure of social functioning of children and adolescents who are on the Autism Spectrum. The 49 items are rated on a 4-point Likert scale with 1=never, 2=sometimes, 3=often, and 4=very often. The test yields three subscale scores: Social/Emotional Reciprocity (SER), Social Participation/Avoidance (SPA), and Detrimental Social Behaviors (DSB), as well as a total score.

  23. Autism Social Skills Profile

    Time frame: at 6 week

    It is a checklist that provides a comprehensive measure of social functioning of children and adolescents who are on the Autism Spectrum. The 49 items are rated on a 4-point Likert scale with 1=never, 2=sometimes, 3=often, and 4=very often. The test yields three subscale scores: Social/Emotional Reciprocity (SER), Social Participation/Avoidance (SPA), and Detrimental Social Behaviors (DSB), as well as a total score.

  24. Autism Social Skills Profile

    Time frame: at 12 week

    It is a checklist that provides a comprehensive measure of social functioning of children and adolescents who are on the Autism Spectrum. The 49 items are rated on a 4-point Likert scale with 1=never, 2=sometimes, 3=often, and 4=very often. The test yields three subscale scores: Social/Emotional Reciprocity (SER), Social Participation/Avoidance (SPA), and Detrimental Social Behaviors (DSB), as well as a total score.

  25. Stanford Social Dimensions Scale

    Time frame: baseline

    The SSDS is more comprehensive, sensitive and specific compared to other instruments in terms of capturing key social processes that are necessary for understanding of social deficits in conditions. The 71 items are rated on a 5-point Likert scale with 1=never, 2=rarely, 3=sometimes, 4=often, and 5=always.

  26. Stanford Social Dimensions Scale

    Time frame: at 6 week

    IThe SSDS is more comprehensive, sensitive and specific compared to other instruments in terms of capturing key social processes that are necessary for understanding of social deficits in conditions. The 71 items are rated on a 5-point Likert scale with 1=never, 2=rarely, 3=sometimes, 4=often, and 5=always.

  27. Stanford Social Dimensions Scale

    Time frame: at 12 week

    The SSDS is more comprehensive, sensitive and specific compared to other instruments in terms of capturing key social processes that are necessary for understanding of social deficits in conditions. The 71 items are rated on a 5-point Likert scale with 1=never, 2=rarely, 3=sometimes, 4=often, and 5=always.

Secondary outcomes

  1. Emotional stress

    Time frame: baseline

    the amount of cortisol in participants' hair.

  2. Emotional stress

    Time frame: at 6 week

    the amount of cortisol in participants' hair.

  3. Emotional stress

    Time frame: at 12 week

    the amount of cortisol in participants' hair.

Study contacts

Contact information is provided by the study sponsor or research team.

Hon Yuen

CONTACT

[email protected]

205-934-6301

Kimberly Kirklin

CONTACT

[email protected]

205-934-0862

Sponsors and collaborators

Lead sponsor

University of Alabama at Birmingham

Other

Registry information

Official study title

The Impact of a Virtual Magic Trick Training Program on Social Emotional Functioning in Adolescents With Autism

Important dates

Study start
2023
Primary completion
2028
Study completion
2028
First posted
Dec 27, 2022
Registry last updated
Feb 6, 2026

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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