AutismPhase 2NCT05664841
The Impact of a Virtual Magic Trick Training Program
A Phase 2 study testing magic trick training in people with Autism and Pervasive Developmental Disorder, run by University of Alabama at Birmingham at 1 site in United States.
Trial summary
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. Read more about this study
- Who is it for?
- Ages 11 to 18 years
- Conditions the study is for
- Autism, Pervasive Developmental Disorder
- What is being tested?
- magic trick training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 60 participants
- Where
- 1 siteUnited States
- Study dates
- 27 Mar 2023to 1 Feb 2028
- Phase
- Phase 2
- Are there results?
- Not yet: the study is under way
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 11 to 18 years
- All sexes
- No healthy volunteers
- Child, Adult
Who may be able to join
- 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.
Who cannot join
- 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.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
United States1 site, 1 recruiting
- Recruiting
University of Alabama at Birmingham
Birmingham, Alabama, 35294
Hon K Yuen, PhD
Hon K Yuen, PhD
About this study
Official title: The Impact of a Virtual Magic Trick Training Program on Social Emotional Functioning in Adolescents With Autism
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.
Read the detailed description
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.
- Conditions
- Autism, Pervasive Developmental Disorder
- Being tested
- magic trick training
- Medical subject headings
- Autistic Disorder, Child Development Disorders, Pervasive
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
magic trick trainingBehavioural
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.
| Study group | Role | What they receive |
|---|---|---|
| magic trick training | Experimental | Participation in a 6 weekly virtual magic trick training camp with three lessons per week. Receives: Behavioral: magic trick training |
| waitlist control | No intervention | Participation in usual daily activities. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Test of Adolescents Social Skills Knowledge (TASSK)
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.
Measured: baseline
Test of Adolescents Social Skills Knowledge (TASSK)
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.
Measured: at 6 week
Test of Adolescents Social Skills Knowledge (TASSK)
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.
Measured: at 12 week
Strengths and Difficulties Questionnaire (SDQ)
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.
Measured: baseline
Strengths and Difficulties Questionnaire (SDQ)
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.
Measured: at 6 week
Strengths and Difficulties Questionnaire (SDQ)
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.
Measured: at 12 week
Rosenberg Self Esteem Scale (RSES)
RSES consists of 10 items rated on a 4-point Likert-type scale, with higher scores indicate higher self-esteem.
Measured: baseline
Rosenberg Self Esteem Scale (RSES)
RSES consists of 10 items rated on a 4-point Likert-type scale, with higher scores indicate higher self-esteem.
Measured: at 6 week
Rosenberg Self Esteem Scale (RSES)
RSES consists of 10 items rated on a 4-point Likert-type scale, with higher scores indicate higher self-esteem.
Measured: at 12 week
UCLA Loneliness Scale Version 3
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.
Measured: baseline
UCLA Loneliness Scale Version 3
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.
Measured: at 6 week
UCLA Loneliness Scale Version 3
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.
Measured: at 12 week
Self-efficacy Questionnaire for Children
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.
Measured: baseline
Self-efficacy Questionnaire for Children
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.
Measured: at 6 week
Self-efficacy Questionnaire for Children
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.
Measured: at 12 week
Best Friend Index
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).
Measured: baseline
Best Friend Index
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).
Measured: at 6 week
Best Friend Index
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).
Measured: at 12 week
Quality of Socialization Questionnaire
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.
Measured: baseline
Quality of Socialization Questionnaire
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.
Measured: at 6 week
Quality of Socialization Questionnaire
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.
Measured: at 12 week
Autism Social Skills Profile
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.
Measured: baseline
Autism Social Skills Profile
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.
Measured: at 6 week
Autism Social Skills Profile
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.
Measured: at 12 week
Stanford Social Dimensions Scale
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.
Measured: baseline
Stanford Social Dimensions Scale
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.
Measured: at 6 week
Stanford Social Dimensions Scale
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.
Measured: at 12 week
Secondary outcomes (3)
Emotional stress
the amount of cortisol in participants' hair.
Measured: baseline
Emotional stress
the amount of cortisol in participants' hair.
Measured: at 6 week
Emotional stress
the amount of cortisol in participants' hair.
Measured: at 12 week
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted27 Dec 2022
- Study start27 Mar 2023
- Primary completion1 Feb 2028 (estimated)
- Study completion1 Feb 2028 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for AutismStudies of the same condition, open and under way.
- More trials run by University of Alabama at BirminghamThe 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 2
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Randomized controlled trial
- Masking
- None (open label)
- Enrolment
- 60 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University of Alabama at Birmingham
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Hon K. Yuen, PhD, University of Alabama at Birmingham
- Investigators
- Hon Yuen, PhD, Principal investigator, University of Alabama at Birmingham
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05664841
- Sponsor's protocol ID
- 1909503-38
- Status last verified
- Feb 2026
- First submitted
- 5 Dec 2022
- Last updated
- 6 Feb 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Spencer K, Yuen HK, Jenkins GR, Kirklin K, Vogtle LK, Davis D. The 'magic' of magic camp from the perspective of children with hemiparesis. J Exerc Rehabil. 2021 Feb 23;17(1):15-20. doi: 10.12965/jer.2040802.401. eCollection 2021 Feb.
PubMed 33728284
Study at a glance
From the registry record, last updated by the sponsor on 6 Feb 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- The Impact of a Virtual Magic Trick Training Program on Social Emotional Functioning in Adolescents With Autism
- ClinicalTrials.gov ID
- NCT05664841
- Acronym / sponsor ID
- 1909503-38
- Conditions
- Autism, Pervasive Developmental Disorder
- Phase
- Phase 2
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 60 participants (estimated)
- Lead sponsor
- University of Alabama at BirminghamUniversity, hospital or other
- Study start
- 27 Mar 2023 (actual)
- Primary completion
- 1 Feb 2028 (estimated)
- Study completion
- 1 Feb 2028 (estimated)
- First posted
- 27 Dec 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.
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.
Detailed description
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.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- Randomized controlled trial
| Arm | Type | Receives |
|---|---|---|
| magic trick training | Experimental | Behavioral: magic trick trainingParticipation in a 6 weekly virtual magic trick training camp with three lessons per week. |
| waitlist control | No intervention | –Participation in usual daily activities. |
Who may qualify
- Ages
- 11 to 18 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult
Key inclusion criteria (5 listed)
- 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.
Key exclusion criteria (3 listed)
- 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.
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 |
|---|---|---|
| magic trick trainingA 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. | Behavioural | magic trick training |
Primary outcome
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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).
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).
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).
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.
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.
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.
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.
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.
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.
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.
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.
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.
3 secondary outcomes
Emotional stress
Time frame: baseline
Emotional stress
Time frame: at 6 week
Emotional stress
Time frame: at 12 week
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 6 Feb 2026.
- Background: PubMed 33728284Spencer K, Yuen HK, Jenkins GR, Kirklin K, Vogtle LK, Davis D. The 'magic' of magic camp from the perspective of children with hemiparesis. J Exerc Rehabil. 2021 Feb 23;17(1):15-20. doi: 10.12965/jer.2040802.401. eCollection 2021 Feb.
- Individual participant dataSharing planned: No
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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.
Hon Yuen, PhD principal investigator
University of Alabama at Birmingham
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A Phase 2 study testing magic trick training in people with Autism and Pervasive Developmental Disorder, run by University of Alabama at Birmingham 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 5 inclusion and 3 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: looking for participants now, as of the sponsor's last update on 6 Feb 2026. 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.
What does this phase mean?
Phase 2 studies give the treatment to a larger group to see whether it has the intended effect and to keep checking safety.
Not every study follows the same path, and some studies (observational studies, device studies) have no phase.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Hon Yuen (205-934-6301, yuen@uab.edu), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Test of Adolescents Social Skills Knowledge (TASSK) (time frame: baseline). The study lists 27 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT05664841, which also lists 1 linked publication.
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 6 Feb 2026.