Autism Spectrum DisorderACSNCT05450536
Self-Advocacy Training for Autistic College Students at a Public University
A study testing Video Model and Role Play in people with Autism Spectrum Disorder, run by University of Texas at Austin at 1 site in United States.
Trial summary
Cases in autism spectrum disorder (ASD) have dramatically risen over the past 30 years, with the current rate of 1 in every 44 (Maenner et al., 2021) children born with the condition. Read more about this study
- Who is it for?
- Ages 18 to 22 years
- Conditions the study is for
- Autism Spectrum Disorder
- What is being tested?
- Video Model and Role Play
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 6 participants
- Where
- 1 siteUnited States
- Study dates
- 1 Oct 2022to Apr 2023
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 22 years
- All sexes
- No healthy volunteers
- Adult
Who may be able to join
- Students to be undergraduates enrolled at a university or community college
- Students must have a confirmed diagnosis of ASD (either through an official diagnosis via documentation of the disability services or proof of self-diagnosis).
Who cannot join
- Students who are not enrolled in college, do not have a confirmed diagnosis of ASD, or who already demonstrate strong self-advocacy skills will be excluded from this study.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Self-Advocacy at the University Level: Teaching Students With Autism Spectrum Disorder to Advocate for Their Needs
Cases in autism spectrum disorder (ASD) have dramatically risen over the past 30 years, with the current rate of 1 in every 44 (Maenner et al., 2021) children born with the condition. Much emphasis rests on the need for various interventions, practices, and therapies during childhood to improve quality of life and success across a variety of settings. Nonetheless, as they age, all children advance through the education system and eventually leave the school system. Consequently, it should not be surprising that these children must grow up and face realities after high school. For some, this may include residential placements, living at home with family members, or working part or full time. For others, this comes in the form of postsecondary education. However, many individuals with autism might not be prepared to handle the requirements future education entails. As stated in articles by Chiang et al. (2012) and Blackorby and Wagner (1996), persons with disabilities, regardless of type, do not have successful transitions after high school compared to individuals without disabilities-even with having access to many resources in school and the community. Barriers, therefore, exist that prevent successful outcomes for students with autism attending college and obtaining a postsecondary degree. Thus, there is a need to identify strategies that can be effective in assisting autistic adults in postsecondary education to succeed, both academically and socially.
Read the detailed description
This study will utilize a concurrent multiple baseline design across participants with an embedded ABCDE design (or more specifically, an ABACADAE design). These components will be the four scenarios teaching self-advocacy skills based primarily on recognition of one's wants and needs and personal decision making. The four included scenarios will be a) requesting appropriate accommodations from disability services; b) requesting additional supports or services (daily living, social, etc.) from disability services; c) presenting accommodations to a professor; and d) meeting with disability services in the event a professor is not accommodating student needs. There will also be a pre-test/post-test comparison between scores on the self-advocacy questionnaire with data displayed in the form of a bar graph that will explore all four areas of self-advocacy: recognition of wants and needs, scheduling meetings, locating services, and personal decision making.
- Conditions
- Autism Spectrum Disorder
- Being tested
- Video Model and Role Play
- Keywords
- Self-Advocacy
- Medical subject headings
- Autism Spectrum Disorder
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Video Model and Role PlayOther
Video clips and role-play will be utilized to teach self-advocacy skills to autistic college students.
| Study group | Role | What they receive |
|---|---|---|
| Autism College Students | Other | Single subject design means subjects are their own control. Receives: Other: Video Model and Role Play |
What is being measured
The primary outcome is the main question the study is designed to answer.
Advocacy Skills
Self-Advocacy Questionnaire-a 16 question survey that looks at 4 areas of self-advocacy. 4 questions per each scenario leading to the total of 16. Numerical values are not used to measure specific variables--but they are used to compare and contrast how participants answered the questionnaire at a pretest and posttest basis.
Measured: Through study completion, which will be up to 3 months
Secondary outcomes (1)
Social Validity Application of the Intervention Package
Social Validity Questionnaire will assess the accuracy of the measures this study used--i.e., video model, script, and task-analysis. This is a 6 question survey.
Measured: At the end of the study, which on average will last up to 3 months.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted8 Jul 2022
- Study start1 Oct 2022
- Primary completion30 Nov 2022
- Study completionApr 2023 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Autism Spectrum DisorderStudies of the same condition, open and under way.
- More trials run by University of Texas at AustinThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 6 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University of Texas at Austin
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Mark Tapia, University of Texas at Austin
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05450536
- Sponsor's protocol ID
- Self-Advocacy ASD
- Acronym
- ACS
- Status last verified
- Dec 2022
- First submitted
- 1 Jul 2022
- Last updated
- 7 Dec 2022
- Results posted
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Undecided
Study at a glance
From the registry record, last updated by the sponsor on 7 Dec 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Self-Advocacy at the University Level: Teaching Students With Autism Spectrum Disorder to Advocate for Their Needs
- ClinicalTrials.gov ID
- NCT05450536
- Acronym / sponsor ID
- ACS / Self-Advocacy ASD
- Conditions
- Autism Spectrum Disorder
- Keywords
- Self-Advocacy
- Study type
- Interventional
- Recruitment status
- Unknown status
- Enrolment
- 6 participants (estimated)
- Lead sponsor
- University of Texas at AustinUniversity, hospital or other
- Study start
- 1 Oct 2022 (actual)
- Primary completion
- 30 Nov 2022 (actual)
- Study completion
- Apr 2023 (estimated)
- First posted
- 8 Jul 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Cases in autism spectrum disorder (ASD) have dramatically risen over the past 30 years, with the current rate of 1 in every 44 (Maenner et al., 2021) children born with the condition. Much emphasis rests on the need for various interventions, practices, and therapies during childhood to improve quality of life and success across a variety of settings. Nonetheless, as they age, all children advance through the education system and eventually leave the school system. Consequently, it should not be surprising that these children must grow up and face realities after high school. For some, this may include residential placements, living at home with family members, or working part or full time. For others, this comes in the form of postsecondary education. However, many individuals with autism might not be prepared to handle the requirements future education entails. As stated in articles by Chiang et al. (2012) and Blackorby and Wagner (1996), persons with disabilities, regardless of type, do not have successful transitions after high school compared to individuals without disabilities-even with having access to many resources in school and the community. Barriers, therefore, exist that prevent successful outcomes for students with autism attending college and obtaining a postsecondary degree. Thus, there is a need to identify strategies that can be effective in assisting autistic adults in postsecondary education to succeed, both academically and socially.
Detailed description
This study will utilize a concurrent multiple baseline design across participants with an embedded ABCDE design (or more specifically, an ABACADAE design). These components will be the four scenarios teaching self-advocacy skills based primarily on recognition of one's wants and needs and personal decision making. The four included scenarios will be a) requesting appropriate accommodations from disability services; b) requesting additional supports or services (daily living, social, etc.) from disability services; c) presenting accommodations to a professor; and d) meeting with disability services in the event a professor is not accommodating student needs. There will also be a pre-test/post-test comparison between scores on the self-advocacy questionnaire with data displayed in the form of a bar graph that will explore all four areas of self-advocacy: recognition of wants and needs, scheduling meetings, locating services, and personal decision making.
Study design
- Primary purpose
- Other
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Autism College Students | Other | Other: Video Model and Role PlaySingle subject design means subjects are their own control. |
Who may qualify
- Ages
- 18 to 22 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Adult
Key inclusion criteria (2 listed)
- Students to be undergraduates enrolled at a university or community college
- Students must have a confirmed diagnosis of ASD (either through an official diagnosis via documentation of the disability services or proof of self-diagnosis).
Key exclusion criteria (1 listed)
- Students who are not enrolled in college, do not have a confirmed diagnosis of ASD, or who already demonstrate strong self-advocacy skills will be excluded from this study.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Video Model and Role PlayVideo clips and role-play will be utilized to teach self-advocacy skills to autistic college students. | Other | Autism College Students |
Primary outcome
Advocacy Skills
Time frame: Through study completion, which will be up to 3 months
Self-Advocacy Questionnaire-a 16 question survey that looks at 4 areas of self-advocacy. 4 questions per each scenario leading to the total of 16. Numerical values are not used to measure specific variables--but they are used to compare and contrast how participants answered the questionnaire at a pretest and posttest basis.
1 secondary outcome
Social Validity Application of the Intervention Package
Time frame: At the end of the study, which on average will last up to 3 months.
Results and safety
Results are not available in the source record.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 7 Dec 2022.
- Individual participant dataSharing planned: Undecided
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Video Model and Role Play in people with Autism Spectrum Disorder, run by University of Texas at Austin at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: status not confirmed, as of the sponsor's last update on 7 Dec 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
Results are not available in the source record.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Advocacy Skills (time frame: Through study completion, which will be up to 3 months). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 7 Dec 2022.