Autism Spectrum DisorderNCT06206070
The Westmead Feelings Program Intervention for Chinese Children With Autism Spectrum Disorder in Hong Kong
A study testing The Hong Kong version of Westmead Feeling Program 2 in people with Autism Spectrum Disorder, run by The University of Hong Kong at 1 site in Hong Kong.
Trial summary
The goal of this intervention is to evaluate the effectiveness of delivering the Westmead Feelings Program 2 to children with Autism Spectrum Disorder in primary schools in Hong Kong. Read more about this study
- Who is it for?
- Ages 8 to 14 years
- Conditions the study is for
- Autism Spectrum Disorder
- What is being tested?
- The Hong Kong version of Westmead Feeling Program 2
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 85 participants
- Where
- 1 siteHong Kong
- Study dates
- 1 Feb 2024to 13 Aug 2025
- 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 8 to 14 years
- All sexes
- No healthy volunteers
- Child
Who may be able to join
- Diagnosed with Autism Spectrum Disorder
- Without a diagnosis of Intellectual Delay
- Have not received any group training in emotional regulation previously
Who cannot join
- Without ASD diagnosis
- Age falls outside the age limits
- With Intellectual Delays
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Adaptation and Evaluation of the Hong Kong Version of the Westmead Feelings Program: Emotion-based Learning for Chinese Children With Autism Spectrum Disorder in Mainstream Schools
The goal of this intervention is to evaluate the effectiveness of delivering the Westmead Feelings Program 2 to children with Autism Spectrum Disorder in primary schools in Hong Kong.
Read the detailed description
The main questions it aims to answer are:
- whether the Westmead Feelings Program 2 Hong Kong version (WFP2-HK) program is effective in improving children's social-emotional skills and mental well-being.
- whether the WFP2-HK program is effective in promoting parents' mental well-being
Child participants will receive 15 sessions of training in the WFP2-HK program. Their parents and teachers will receive three training workshops by coaches or advisors. A booster session will be conducted after 5 months upon completion of the training.
Researchers will compare the outcome results between the treatment group and the waitlist group to see if the intervention is effective.
- Conditions
- Autism Spectrum Disorder
- Being tested
- The Hong Kong version of Westmead Feeling Program 2
- Keywords
- primary school, social emotional competence
- 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.
The Hong Kong version of Westmead Feeling Program 2Behavioural
Also called WFP2-HK
Westmead Feelings Program (WFP) is a manualized emotion-based learning intervention for children on the autism spectrum. WFP teaches autistic children how to understand their own and other's emotions, solve problems, and regulate emotions through the implementation of transactional support. In doing so, parents and teachers are also trained to develop their emotional coaching skills to support children in everyday settings. Its impact on improving emotional competence in primary school-aged children on the autism spectrum has been established in 41 mainstream schools in Australia.
| Study group | Role | What they receive |
|---|---|---|
| The Hong Kong version of Westmead Feeling Program 2 | Experimental | The treatment group will receive the WFP2-HK program which consists of 15 school-based training sessions over 18 weeks. Three parent- and teacher-training workshops will be delivered separately and preceding each Child Module by coaches or advisors. A booster session will be conducted for the treatment group after 5 months upon completion of the training programs. Receives: Behavioral: The Hong Kong version of Westmead Feeling Program 2 |
| Waitlist Group | No intervention | While the treatment group is receiving training, the waitlist group will be waiting. After 18 weeks of waiting and when the treatment group completes the training. The waitlist group will receive the same training program as that of the treatment group, but no booster session will be provided to the waitlist group. |
What is being measured
The primary outcome is the main question the study is designed to answer.
The Emotions Development Questionnaire - Parent Version (Hong Kong version)
The Emotions Development Questionnaire measures the emotional competence in children with autism spectrum disorders (ASD) at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Measured: Before the intervention
The Emotions Development Questionnaire - Parent Version (Hong Kong version)
The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Measured: 18 weeks, immediately after the intervention
Emotion Development Questionnaire - Teacher Version (Hong Kong version)
The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Measured: Before the intervention
Emotion Development Questionnaire - Teacher Version (Hong Kong version)
The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Measured: 18 weeks, immediately after the intervention
Social Responsiveness Scale - 2 (SRS-2)
The SRS-2 identifies social impairment associated with autism spectrum disorders \& distinguishes ASD from other disorders. It consists of 65 items. The questionnaire comprises five subscales: social awareness, social cognition, social communication, social motivation, restricted interests, and repetitive behavior. Items are scored on a four-point Likert-type scale, ranging from 1 = not true, 2 = sometimes true, 3 = often true, to 4 = almost always true. The minimum value of the scale is 65, and the maximum value is 260. Higher scores indicate more prominent ASD symptoms.
Measured: Before the intervention
Social Responsiveness Scale - 2 (SRS-2)
The SRS-2 identifies social impairment associated with autism spectrum disorders \& distinguishes ASD from other disorders. It consists of 65 items. The questionnaire comprises five subscales: social awareness, social cognition, social communication, social motivation, restricted interests, and repetitive behavior. Items are scored on a four-point Likert-type scale, ranging from 1 = not true, 2 = sometimes true, 3 = often true, to 4 = almost always true. The minimum value of the scale is 65, and the maximum value is 260. Higher scores indicate more prominent ASD symptoms.
Measured: 18 weeks, immediately after the intervention
The Learning, Social and Emotional Adaptation Questionnaire Short-Form (Primary) (LSEAQ-S(P))
The LSEAQ-S(P) is a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students with ASD in Hong Kong. This questionnaire describes expected behaviors in school across three domains, namely, learning, social, and emotional adaptation, and an additional domain of restricted interests and repetitive behavior frequently observed in students with ASD. The questionnaire adopts four-point Likert scales for teachers to rate the frequency of the stated behavior observed in the previous month: 0 = the student never showed this behavior, 1 = the student showed this behavior less than half of the time,2= the student showed this behavior more than half of the time,3= the student nearly always showed this behavior.
The restricted interests and repetitive behavior ratings were reverse-scored prior to analysis so that higher ratings indicated better adjustment in all domains. The minimum score for the scale is 0 and the maximum is 159.
Measured: Before the intervention
The Learning, Social and Emotional Adaptation Questionnaire Short-Form (Primary) (LSEAQ-S(P))
The LSEAQ-S(P) is a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students with ASD in Hong Kong. This questionnaire describes expected behaviors in school across three domains, namely, learning, social, and emotional adaptation, and an additional domain of restricted interests and repetitive behavior frequently observed in students with ASD. The questionnaire adopts four-point Likert scales for teachers to rate the frequency of the stated behavior observed in the previous month: 0 = the student never showed this behavior, 1 = the student showed this behavior less than half of the time,2= the student showed this behavior more than half of the time,3= the student nearly always showed this behavior.
The restricted interests and repetitive behavior ratings were reverse-scored prior to analysis so that higher ratings indicated better adjustment in all domains. The minimum score for the scale is 0 and the maximum is 159.
Measured: 18 weeks, immediately after the intervention
Parenting Stress Index 4-Short Form
The Short Form features 36 items drawn from the full-length form divided into three domains (Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child).Self-reported responses will be scored on a 5-point Likert scale ranging from "1" (Strongly agree) to "5" (Strongly disagree). Subscale scores are calculated by summing the scores of relevant items. A total stress score is obtained by combining the three subscale scores. A higher score denoted higher level of parenting stress. The minimum total score for this scale is 36 and the maximum is 180.
Measured: Before the intervention
Parenting Stress Index 4-Short Form
The Short Form features 36 items drawn from the full-length form divided into three domains (Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child).Self-reported responses will be scored on a 5-point Likert scale ranging from "1" (Strongly agree) to "5" (Strongly disagree). Subscale scores are calculated by summing the scores of relevant items. A total stress score is obtained by combining the three subscale scores. A higher score denoted higher level of parenting stress. The minimum total score for this scale is 36 and the maximum is 180.
Measured: 18 weeks, immediately after the intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted16 Jan 2024
- Study start1 Feb 2024
- Primary completion13 Aug 2025
- Study completion13 Aug 2025
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 Autism Spectrum DisorderStudies of the same condition, open and under way.
- More trials run by The University of Hong KongThe 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
- Treatment
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Model description
- Participants are assigned to treatment group and waitlist group in parallel for the duration of the study
- Masking
- Single blind
- Who is masked
- Outcomes assessor
- Enrolment
- 85 participants (actual)
Sponsor and investigators
- Lead sponsor
- The University of Hong Kong
- Sponsor type
- University, hospital or other
- Collaborators
- SAHK, Sydney Children's Hospitals Network
- Responsible party
- Sponsor
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06206070
- Sponsor's protocol ID
- EA230386
- Status last verified
- Apr 2026
- First submitted
- 4 Jan 2024
- Last updated
- 4 Jun 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Wong, M., Lopes, A., Heriot, S., Brice, L., Carroll, L., Ratcliffe, B., & Dossetor, D. (2018). Westmead Feeling Program 2: Emotion-based Learning for Children with Autism Spectrum Disorder without Accompanying Intellectual Impairment. Camberwell, VIC: ACER Press. Ratcliffe, B., Wong, M., Dossetor, D., & Hayes, S. (2014). Teaching social-emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Research in Autism Spectrum Disorders, 8(12), 1722-1733. doi:10.1016/j.rasd.2014.09.010
Study at a glance
From the registry record, last updated by the sponsor on 4 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Adaptation and Evaluation of the Hong Kong Version of the Westmead Feelings Program: Emotion-based Learning for Chinese Children With Autism Spectrum Disorder in Mainstream Schools
- ClinicalTrials.gov ID
- NCT06206070
- Acronym / sponsor ID
- EA230386
- Conditions
- Autism Spectrum Disorder
- Keywords
- primary school, social emotional competence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 85 participants (actual)
- Lead sponsor
- The University of Hong KongUniversity, hospital or other
- Collaborators
- SAHK, Sydney Children's Hospitals Network
- Study start
- 1 Feb 2024 (actual)
- Primary completion
- 13 Aug 2025 (actual)
- Study completion
- 13 Aug 2025 (actual)
- First posted
- 16 Jan 2024 (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 goal of this intervention is to evaluate the effectiveness of delivering the Westmead Feelings Program 2 to children with Autism Spectrum Disorder in primary schools in Hong Kong.
Detailed description
The main questions it aims to answer are:
- whether the Westmead Feelings Program 2 Hong Kong version (WFP2-HK) program is effective in improving children's social-emotional skills and mental well-being.
- whether the WFP2-HK program is effective in promoting parents' mental well-being
Child participants will receive 15 sessions of training in the WFP2-HK program. Their parents and teachers will receive three training workshops by coaches or advisors. A booster session will be conducted after 5 months upon completion of the training.
Researchers will compare the outcome results between the treatment group and the waitlist group to see if the intervention is effective.
Study design
- Primary purpose
- Treatment
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- Single blind (outcomes assessor)
- Number of arms
- 2
- Model description
- Participants are assigned to treatment group and waitlist group in parallel for the duration of the study
| Arm | Type | Receives |
|---|---|---|
| The Hong Kong version of Westmead Feeling Program 2 | Experimental | Behavioral: The Hong Kong version of Westmead Feeling Program 2The treatment group will receive the WFP2-HK program which consists of 15 school-based training sessions over 18 weeks. Three parent- and teacher-training workshops will be delivered separately and preceding each Child Module by coaches or advisors. A booster session will be conducted for the treatment group after 5 months upon completion of the training programs. |
| Waitlist Group | No intervention | –While the treatment group is receiving training, the waitlist group will be waiting. After 18 weeks of waiting and when the treatment group completes the training. The waitlist group will receive the same training program as that of the treatment group, but no booster session will be provided to the waitlist group. |
Who may qualify
- Ages
- 8 to 14 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child
Key inclusion criteria (3 listed)
- Diagnosed with Autism Spectrum Disorder
- Without a diagnosis of Intellectual Delay
- Have not received any group training in emotional regulation previously
Key exclusion criteria (3 listed)
- Without ASD diagnosis
- Age falls outside the age limits
- With Intellectual Delays
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 |
|---|---|---|
| The Hong Kong version of Westmead Feeling Program 2Also: WFP2-HKWestmead Feelings Program (WFP) is a manualized emotion-based learning intervention for children on the autism spectrum. WFP teaches autistic children how to understand their own and other's emotions, solve problems, and regulate emotions through the implementation of transactional support. In doing so, parents and teachers are also trained to develop their emotional coaching skills to support children in everyday settings. Its impact on improving emotional competence in primary school-aged children on the autism spectrum has been established in 41 mainstream schools in Australia. | Behavioural | The Hong Kong version of Westmead Feeling Program 2 |
Primary outcome
The Emotions Development Questionnaire - Parent Version (Hong Kong version)
Time frame: Before the intervention
The Emotions Development Questionnaire measures the emotional competence in children with autism spectrum disorders (ASD) at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
The Emotions Development Questionnaire - Parent Version (Hong Kong version)
Time frame: 18 weeks, immediately after the intervention
The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Emotion Development Questionnaire - Teacher Version (Hong Kong version)
Time frame: Before the intervention
The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Emotion Development Questionnaire - Teacher Version (Hong Kong version)
Time frame: 18 weeks, immediately after the intervention
The Emotions Development Questionnaire measures the emotional competence in children with ASD at home and school, covering 5 subdomains, namely emotional understanding, empathy/theory of mind, emotional problem solving, emotional regulation, and emotion coaching skills. The scale consists of 29 items. Responses will be circled on a 5 point Likert scale, with 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Always, 0 = Don't know. The minimum value of the scale is 0, and the maximum value is 145. Higher scores indicate better emotional competence.
Social Responsiveness Scale - 2 (SRS-2)
Time frame: Before the intervention
The SRS-2 identifies social impairment associated with autism spectrum disorders \& distinguishes ASD from other disorders. It consists of 65 items. The questionnaire comprises five subscales: social awareness, social cognition, social communication, social motivation, restricted interests, and repetitive behavior. Items are scored on a four-point Likert-type scale, ranging from 1 = not true, 2 = sometimes true, 3 = often true, to 4 = almost always true. The minimum value of the scale is 65, and the maximum value is 260. Higher scores indicate more prominent ASD symptoms.
Social Responsiveness Scale - 2 (SRS-2)
Time frame: 18 weeks, immediately after the intervention
The SRS-2 identifies social impairment associated with autism spectrum disorders \& distinguishes ASD from other disorders. It consists of 65 items. The questionnaire comprises five subscales: social awareness, social cognition, social communication, social motivation, restricted interests, and repetitive behavior. Items are scored on a four-point Likert-type scale, ranging from 1 = not true, 2 = sometimes true, 3 = often true, to 4 = almost always true. The minimum value of the scale is 65, and the maximum value is 260. Higher scores indicate more prominent ASD symptoms.
The Learning, Social and Emotional Adaptation Questionnaire Short-Form (Primary) (LSEAQ-S(P))
Time frame: Before the intervention
The LSEAQ-S(P) is a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students with ASD in Hong Kong. This questionnaire describes expected behaviors in school across three domains, namely, learning, social, and emotional adaptation, and an additional domain of restricted interests and repetitive behavior frequently observed in students with ASD. The questionnaire adopts four-point Likert scales for teachers to rate the frequency of the stated behavior observed in the previous month: 0 = the student never showed this behavior, 1 = the student showed this behavior less than half of the time,2= the student showed this behavior more than half of the time,3= the student nearly always showed this behavior. The restricted interests and repetitive behavior ratings were reverse-scored prior to analysis so that higher ratings indicated better adjustment in all domains. The minimum score for the scale is 0 and the maximum is 159.
The Learning, Social and Emotional Adaptation Questionnaire Short-Form (Primary) (LSEAQ-S(P))
Time frame: 18 weeks, immediately after the intervention
The LSEAQ-S(P) is a teacher report instrument measuring 53 essential adaptive behaviors for mainstream primary school students with ASD in Hong Kong. This questionnaire describes expected behaviors in school across three domains, namely, learning, social, and emotional adaptation, and an additional domain of restricted interests and repetitive behavior frequently observed in students with ASD. The questionnaire adopts four-point Likert scales for teachers to rate the frequency of the stated behavior observed in the previous month: 0 = the student never showed this behavior, 1 = the student showed this behavior less than half of the time,2= the student showed this behavior more than half of the time,3= the student nearly always showed this behavior. The restricted interests and repetitive behavior ratings were reverse-scored prior to analysis so that higher ratings indicated better adjustment in all domains. The minimum score for the scale is 0 and the maximum is 159.
Parenting Stress Index 4-Short Form
Time frame: Before the intervention
The Short Form features 36 items drawn from the full-length form divided into three domains (Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child).Self-reported responses will be scored on a 5-point Likert scale ranging from "1" (Strongly agree) to "5" (Strongly disagree). Subscale scores are calculated by summing the scores of relevant items. A total stress score is obtained by combining the three subscale scores. A higher score denoted higher level of parenting stress. The minimum total score for this scale is 36 and the maximum is 180.
Parenting Stress Index 4-Short Form
Time frame: 18 weeks, immediately after the intervention
The Short Form features 36 items drawn from the full-length form divided into three domains (Parental Distress, Parent-Child Dysfunctional Interaction, and Difficult Child).Self-reported responses will be scored on a 5-point Likert scale ranging from "1" (Strongly agree) to "5" (Strongly disagree). Subscale scores are calculated by summing the scores of relevant items. A total stress score is obtained by combining the three subscale scores. A higher score denoted higher level of parenting stress. The minimum total score for this scale is 36 and the maximum is 180.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 4 Jun 2026.
- BackgroundWong, M., Lopes, A., Heriot, S., Brice, L., Carroll, L., Ratcliffe, B., & Dossetor, D. (2018). Westmead Feeling Program 2: Emotion-based Learning for Children with Autism Spectrum Disorder without Accompanying Intellectual Impairment. Camberwell, VIC: ACER Press. Ratcliffe, B., Wong, M., Dossetor, D., & Hayes, S. (2014). Teaching social-emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools. Research in Autism Spectrum Disorders, 8(12), 1722-1733. doi:10.1016/j.rasd.2014.09.010
- 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. 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 The Hong Kong version of Westmead Feeling Program 2 in people with Autism Spectrum Disorder, run by The University of Hong Kong at 1 site in Hong Kong.
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 3 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: finished, as of the sponsor's last update on 4 Jun 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 Hong Kong. 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?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
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?
The Emotions Development Questionnaire - Parent Version (Hong Kong version) (time frame: Before the intervention). The study lists 10 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 NCT06206070, 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 4 Jun 2026.