Social SkillsASSETNCT06535191
The ASSET Program for Youth With ASD
A study testing Assistive Soft Skills and Employment Training (ASSET) in people with Social Skills and Transition, run by Michigan State University at 1 site in United States.
Trial summary
The purpose of this project is to evaluate the effectiveness of a work-related social skills training intervention for transition-age youth with Autism Spectrum Disorder (ASD; ages 14-22) that is designed to improve social skills, social self-efficacy, adaptive functioning, anxiety and work readiness. Read more about this study
- Who is it for?
- Ages 14 to 22 years
- Conditions the study is for
- Social Skills, Transition, Autism Spectrum Disorder
- What is being tested?
- Assistive Soft Skills and Employment Training (ASSET)
- 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 siteUnited States
- Study dates
- 18 Dec 2018to 22 May 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 14 to 22 years
- All sexes
- No healthy volunteers
- Child, Adult
Who may be able to join
- aged between 14-22 years of age;
- have a diagnosis of autism without intellectual disabilities (i.e., autistic disorders, Asperger's syndrome, PDD-NOS, Rett's syndrome, Childhood Disintegrative Disorder according to DSM-IV or Autism Spectrum Disorder according to DSM 5);
- exhibit social problems as reported by self or caregiver.
Who cannot join
- have a co-occurring intellectual disability;
- have other neurological disorders or severe psychiatric disabilities.
Trial locations and contacts
1 site in 1 country.
United States1 site
Michigan State University
East Lansing, Michigan, 48824
About this study
Official title: Evaluating an Employment-related Social Skills Training Program for Transition-Age Youth With Autism (The ASSET Program): A Randomized Controlled Trial Study
The purpose of this project is to evaluate the effectiveness of a work-related social skills training intervention for transition-age youth with Autism Spectrum Disorder (ASD; ages 14-22) that is designed to improve social skills, social self-efficacy, adaptive functioning, anxiety and work readiness. The Assistive Social Skills \& Employment Training (ASSET) program is a weekly after-school program that runs for 10 weeks. In the first part of the study, youth with ASD, caregivers, special education teachers and employment specialists are invited to review and provide recommendations to improve the manual that has been developed for the ASSET program. The second part of the study is to evaluate the impact of the ASSET program on helping students with ASD improve their social skills, social self-efficacy, adaptive functioning, anxiety and work readiness using a randomized control trial. Improvements in these domains will be assessed immediately following the 10-week program and 3 months later. The intervention will occur at multiple sites in Michigan and Illinois, with a total of 96 students with autism. The ASSET program addresses the employment disparities faced by young adults with ASD by specifically targeting work-related social skills through the development of social skills and self-efficacy to foster successful school-to-work transition outcomes. The manualized ASSET program curriculum will eventually be made public and available for schools and service providers to use.
Read the detailed description
Objective/Hypotheses: The objective of the randomized controlled trial (RCT) study is to evaluate the effectiveness of a manualized work-related social skills training intervention for transition-age youth (14-26 years old) with ASD designed to improve social skills and self-efficacy. The Assistive Social Skills and Employment Training (ASSET) program is a manualized 10-week program for 4-6 students with ASD that meets after school for 90 minutes on a weekly basis focusing on building work-related social skills for transition-age youth with ASD. It is hypothesized that students with ASD will show significantly greater improvements in social skills and social self-efficacy (primary outcomes) as well as adaptive functioning, anxiety and job readiness (secondary outcomes) compared to those in the waitlist control groups (a) at the end of the 10-week of the intervention and (b) at 3-month follow up.
Specific aims: First, the pilot-tested ASSET manual will be refined and finalized using community-based participatory action research (CBPR) approach gathering input from key stakeholder groups. Second, the effectiveness and sustainability of the ASSET program will be evaluated using a factorially designed randomized controlled trial [2 conditions (treatment vs. waitlist) x 3 intervals pre-, post-, 3-month follow-up].
Study Design: The first stage of this project incorporates stakeholder recommendations using a CBPR approach to refine the manual for the ASSET intervention. The second and third stages examine the efficacy of the ASSET program at immediate and follow-up using a randomized control trial design in two Midwestern states with randomization of student participants by condition for each of the two states, with a total of 4 treatment cycles over years 2 and 3 of the four-year study period, including 3-month follow-up after the completion of the 10-week program. Participants will include 96 students (age 14-22) from schools in Michigan and Illinois who will be randomly assigned to either the ASSET intervention or waitlist-control condition.
Clinical Impact: This project will fill an important gap for schools, transition providers, families and students, by testing an intervention designed to specifically improve the social functioning and self-efficacy of youth with ASD to improve work-related success. The findings will provide an empirically supported intervention manual to help students with ASD improve social and adaptive functioning, self-efficacy, work readiness, and anxiety.
- Conditions
- Social Skills, Transition, Autism Spectrum Disorder, Confidence, Self
- Being tested
- Assistive Soft Skills and Employment Training (ASSET)
- Keywords
- Soft Skills, Work-related Social Skills, Autism Spectrum Disorder, School-to-work Transition, Vocational Rehabilitation, Employment
- Medical subject headings
- Social Skills, Autism Spectrum Disorder
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Assistive Soft Skills and Employment Training (ASSET)Behavioural
ASSET program is a manualized, theory-driven, 10-week soft skills intervention for autistic individuals, who seek employment or who wish to maintain employment by improving work-related social skills. Throughout a 10-week curriculum offered in a school-based group setting, ASSET addresses the following competencies for workplace success: Communication, Networking, Enthusiasm and Attitude, Teamwork, Problem-Solving and Critical Thinking, Professionalism, Mental Health and Stress Management, and Awareness of Self and Others.
| Study group | Role | What they receive |
|---|---|---|
| ASSET Intervention | Experimental | Participants in the intervention group received Assistive Soft Skills and Employment Training (ASSET), a 10-week manualized soft skills intervention program to help students with ASD improve social and adaptive functioning, self-efficacy, work readiness, and anxiety. Receives: Behavioral: Assistive Soft Skills and Employment Training (ASSET) |
| Treatment As Usual | No intervention | Participants in the treatment-as-usual is considered as control group and received typical education program. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Social Functioning
Social composite score of the Adaptive Behavior Assessment System: Third Edition (ABAS-3) was used to assess participants' changes in social functioning.
Raw Scores: Each item within the Social Skills subdomains is rated on a 4-point Likert scale, ranging from 0 (Never) to 3 (Always). The ratings are summed to produce raw scores for each subdomain.
Scaled Scores: Raw scores are converted to scaled scores for Social Skills subdomain. Scaled scores typically range from 1 to 19, with a mean of 10 and a standard deviation of 3.
Composite Score: The scaled scores from the Social Skills subdomains are combined to form the Social Composite Score, with a mean of 100 and a standard deviation of 15, with a higher score indicating higher social functioning.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Social Responsiveness
Total score of the Social Responsiveness Scale: Second Edition (SRS-2) was used for measuring social responsiveness.
Raw Scores: Each item is rated on a 4-point Likert scale, ranging from 0 (Never True) to 3 (Almost Always True). Raw scores are summed for each subscale and for the total scale. Subscales include: (1) Social Awareness; (2) Social Cognition; (3) Social Communication; (4) Social Motivation; and (5) Restricted Interests and Repetitive Behaviours.
T-Scores: Raw scores are converted to T-scores to facilitate interpretation. T-scores have a mean of 50 and a standard deviation of 10, with a higher score indicating greater severity of social impairment.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Work Behaviors
Subscale scores of the Job Observation and Behavior Scale (JOBS) was used to assess participants' changes in work readiness and behaviors.
Raw Scores: Each item is rated on a Likert scale. Individual item scores are summed to create raw scores for various subscales, which include (1) Work Quality, (2) Work Quantity, (3) Work Attitudes, (4) Social Skills, (5) Personal Presentation, and (6) Adaptability.
Composite Scores: Raw scores from the subscales are combined to form composite scores (i.e., Quality of performance and Type of support), with a higher composite score indicating better performance, more positive work behaviors, less support/assistance needed.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Social Self-efficacy
Score of Perceived Social Self-Efficacy (PSSE) was used to assess participants' changes in perceived social self-efficacy. It is scored using a 5-point Likert scale, ranging from 1 (Not well at all) to 5 (Very well).
The overall range of possible scores is 6 to 30, with a higher score indicating a higher level of social self-efficacy.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Empathic Self-efficacy
Score of Perceived Empathic Self-Efficacy (PESE) was used to assess participants' changes in perceived empathic self-efficacy. It is scored using a 5-point Likert scale, ranging from 1 (Not well at all) to 5 (Very well).
The overall range of possible scores is 5 to 25, with a higher score indicating a higher level of empathic self-efficacy.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Job Self-efficacy
Score of Job Self-Efficacy (JSE) was used to assess participants' changes job self-efficacy.
Each item is rated on a scale, ranging from 1 (Very much disagree) to 6 (Very much agree). Individual item scores are summed to create a total raw score. Raw scores from the items or subscales are summed to form composite scores, with higher scores indicating greater self-efficacy in job-related tasks.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Secondary outcomes (6)
Adaptive Functioning
General Adaptive Composite (GAC) score of the Adaptive Behavior Assessment System: Third Edition (ABAS-3) was used to assess participants' changes in adaptive functioning skills.
Raw Scores: Each item within the domains is rated on a 4-point Likert scale, ranging from 0 (Never) to 3 (Always). The ratings are summed to produce raw scores for each domain, which include (1) Conceptual: communication, functional academics, and self-direction; (2) Social: Includes social skills and leisure; (3) Practical: Includes self-care, home living, community use, health and safety, and work.
Scaled Scores: Raw scores are converted to scaled scores for each domain. Scaled scores typically range from 1 to 19, with a mean of 10 and a standard deviation of 3.
Composite Score: The scaled scores from the domains are combined to form the GAC, with a mean of 100 and a standard deviation of 15, with a higher score indicating high social functioning.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Psychosocial Functioning
Score of the Behavior Assessment System for Children: Third Edition (BASC-3) was used to assess participants' changes in adaptive functioning skills.
Raw Scores: Each item within the domains is rated on a 4-point Likert scale, ranging from 0 (Never) to 3 (Always). The ratings are summed to produce raw scores for each subscale, which include (1) Anxiety; (2) Depression; (3) Withdrawal; (4) Adaptability; (5) Leadership; (6) Executive Functioning; (7) Resiliency.
T-scores: Raw scores are converted to T-scores to facilitate interpretation. T-scores have a mean of 50 and a standard deviation of 10, with a higher score indicating greater severity of psychosocial impairment.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Work Readiness
Scaled score of the Stages of Change-Work Participation Scale (SCWPS) was used to assess participants' changes in work readiness.
Raw Scores: Each item is rated on a 5-point Likert scale ranging from 1 (Strongly disagree) to 5 (strongly agree), and the scores are summed for items corresponding to each stage of change.
Stage Classification: The sum of scores within each stage helps classify the individual's current stage of readiness for change in work participation.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Anxiety
Total score of the General Anxiety Disorder-7 (GAD-7) was used to assess participants' changes in anxiety symptoms.
Items are rated on a 4-point Likert scale, ranging from 0 (Not at all) to 3 (Nearly everyday). Sum the scores for all 7 items to obtain the total score. Total score ranges from 0 to 21, with a higher score indicating higher anxiety.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Depression
Total score of the Patient Health Questionnaire-9 (PHQ-9) was used to assess participants' changes in depressive symptoms.
Items are rated on a 4-point Likert scale, ranging from 0 (Not at all) to 3 (Nearly everyday). Sum the scores for all 9 items to obtain the total score. Total score ranges from 0 to 27, with a higher score indicating higher depression.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Life Satisfaction
Total score of the Satisfaction With Life Scale (SWLS) was used to participants' changes in life satisfaction.
Items are rated on a 7-point Likert scale, ranging from 1 (Strongly disagree) to 5 (Strongly agree). Sum the scores for all 5 items to obtain the total score. Total score ranges from 5 to 35, with higher score indicating higher depression.
Measured: Pre-intervention, immediately post-intervention, 3-month post-intervention
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted2 Aug 2024
- Study start18 Dec 2018
- Primary completion22 May 2023
- Study completion22 May 2023
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Social SkillsStudies of the same condition, open and under way.
- 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
- Randomised
- Intervention model
- Factorial
- Model description
- The study uses a factorially designed randomized controlled trial \[2 conditions (treatment vs. waitlist) x 3 intervals pre-, post-, 3-month follow-up\].
- Masking
- None (open label)
- Enrolment
- 85 participants (actual)
Sponsor and investigators
- Lead sponsor
- Michigan State University
- Sponsor type
- University, hospital or other
- Collaborators
- Illinois Institute of Technology
- Responsible party
- Principal investigator, Connie Sung, Michigan State University
- Investigators
- Connie Sung, PhD, Principal investigator, Michigan State University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06535191
- Sponsor's protocol ID
- STUDY00000097
- Acronym
- ASSET
- Status last verified
- Jul 2024
- First submitted
- 15 Jul 2024
- Last updated
- 2 Aug 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 2 Aug 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Evaluating an Employment-related Social Skills Training Program for Transition-Age Youth With Autism (The ASSET Program): A Randomized Controlled Trial Study
- ClinicalTrials.gov ID
- NCT06535191
- Acronym / sponsor ID
- ASSET / STUDY00000097
- Conditions
- Social Skills, Transition, Autism Spectrum Disorder, Confidence, Self
- Keywords
- Soft Skills, Work-related Social Skills, Autism Spectrum Disorder, School-to-work Transition, Vocational Rehabilitation, Employment
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 85 participants (actual)
- Lead sponsor
- Michigan State UniversityUniversity, hospital or other
- Collaborators
- Illinois Institute of Technology
- Study start
- 18 Dec 2018 (actual)
- Primary completion
- 22 May 2023 (actual)
- Study completion
- 22 May 2023 (actual)
- First posted
- 2 Aug 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 purpose of this project is to evaluate the effectiveness of a work-related social skills training intervention for transition-age youth with Autism Spectrum Disorder (ASD; ages 14-22) that is designed to improve social skills, social self-efficacy, adaptive functioning, anxiety and work readiness. The Assistive Social Skills \& Employment Training (ASSET) program is a weekly after-school program that runs for 10 weeks. In the first part of the study, youth with ASD, caregivers, special education teachers and employment specialists are invited to review and provide recommendations to improve the manual that has been developed for the ASSET program. The second part of the study is to evaluate the impact of the ASSET program on helping students with ASD improve their social skills, social self-efficacy, adaptive functioning, anxiety and work readiness using a randomized control trial. Improvements in these domains will be assessed immediately following the 10-week program and 3 months later. The intervention will occur at multiple sites in Michigan and Illinois, with a total of 96 students with autism. The ASSET program addresses the employment disparities faced by young adults with ASD by specifically targeting work-related social skills through the development of social skills and self-efficacy to foster successful school-to-work transition outcomes. The manualized ASSET program curriculum will eventually be made public and available for schools and service providers to use.
Detailed description
Objective/Hypotheses: The objective of the randomized controlled trial (RCT) study is to evaluate the effectiveness of a manualized work-related social skills training intervention for transition-age youth (14-26 years old) with ASD designed to improve social skills and self-efficacy. The Assistive Social Skills and Employment Training (ASSET) program is a manualized 10-week program for 4-6 students with ASD that meets after school for 90 minutes on a weekly basis focusing on building work-related social skills for transition-age youth with ASD. It is hypothesized that students with ASD will show significantly greater improvements in social skills and social self-efficacy (primary outcomes) as well as adaptive functioning, anxiety and job readiness (secondary outcomes) compared to those in the waitlist control groups (a) at the end of the 10-week of the intervention and (b) at 3-month follow up.
Specific aims: First, the pilot-tested ASSET manual will be refined and finalized using community-based participatory action research (CBPR) approach gathering input from key stakeholder groups. Second, the effectiveness and sustainability of the ASSET program will be evaluated using a factorially designed randomized controlled trial [2 conditions (treatment vs. waitlist) x 3 intervals pre-, post-, 3-month follow-up].
Study Design: The first stage of this project incorporates stakeholder recommendations using a CBPR approach to refine the manual for the ASSET intervention. The second and third stages examine the efficacy of the ASSET program at immediate and follow-up using a randomized control trial design in two Midwestern states with randomization of student participants by condition for each of the two states, with a total of 4 treatment cycles over years 2 and 3 of the four-year study period, including 3-month follow-up after the completion of the 10-week program. Participants will include 96 students (age 14-22) from schools in Michigan and Illinois who will be randomly assigned to either the ASSET intervention or waitlist-control condition.
Clinical Impact: This project will fill an important gap for schools, transition providers, families and students, by testing an intervention designed to specifically improve the social functioning and self-efficacy of youth with ASD to improve work-related success. The findings will provide an empirically supported intervention manual to help students with ASD improve social and adaptive functioning, self-efficacy, work readiness, and anxiety.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Factorial
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- The study uses a factorially designed randomized controlled trial [2 conditions (treatment vs. waitlist) x 3 intervals pre-, post-, 3-month follow-up].
| Arm | Type | Receives |
|---|---|---|
| ASSET Intervention | Experimental | Behavioral: Assistive Soft Skills and Employment Training (ASSET)Participants in the intervention group received Assistive Soft Skills and Employment Training (ASSET), a 10-week manualized soft skills intervention program to help students with ASD improve social and adaptive functioning, self-efficacy, work readiness, and anxiety. |
| Treatment As Usual | No intervention | –Participants in the treatment-as-usual is considered as control group and received typical education program. |
Who may qualify
- Ages
- 14 to 22 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult
Key inclusion criteria (3 listed)
- aged between 14-22 years of age;
- have a diagnosis of autism without intellectual disabilities (i.e., autistic disorders, Asperger's syndrome, PDD-NOS, Rett's syndrome, Childhood Disintegrative Disorder according to DSM-IV or Autism Spectrum Disorder according to DSM 5);
- exhibit social problems as reported by self or caregiver.
Key exclusion criteria (2 listed)
- have a co-occurring intellectual disability;
- have other neurological disorders or severe psychiatric disabilities.
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 |
|---|---|---|
| Assistive Soft Skills and Employment Training (ASSET)ASSET program is a manualized, theory-driven, 10-week soft skills intervention for autistic individuals, who seek employment or who wish to maintain employment by improving work-related social skills. Throughout a 10-week curriculum offered in a school-based group setting, ASSET addresses the following competencies for workplace success: Communication, Networking, Enthusiasm and Attitude, Teamwork, Problem-Solving and Critical Thinking, Professionalism, Mental Health and Stress Management, and Awareness of Self and Others. | Behavioural | ASSET Intervention |
Primary outcome
Social Functioning
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Social composite score of the Adaptive Behavior Assessment System: Third Edition (ABAS-3) was used to assess participants' changes in social functioning. Raw Scores: Each item within the Social Skills subdomains is rated on a 4-point Likert scale, ranging from 0 (Never) to 3 (Always). The ratings are summed to produce raw scores for each subdomain. Scaled Scores: Raw scores are converted to scaled scores for Social Skills subdomain. Scaled scores typically range from 1 to 19, with a mean of 10 and a standard deviation of 3. Composite Score: The scaled scores from the Social Skills subdomains are combined to form the Social Composite Score, with a mean of 100 and a standard deviation of 15, with a higher score indicating higher social functioning.
Social Responsiveness
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Total score of the Social Responsiveness Scale: Second Edition (SRS-2) was used for measuring social responsiveness. Raw Scores: Each item is rated on a 4-point Likert scale, ranging from 0 (Never True) to 3 (Almost Always True). Raw scores are summed for each subscale and for the total scale. Subscales include: (1) Social Awareness; (2) Social Cognition; (3) Social Communication; (4) Social Motivation; and (5) Restricted Interests and Repetitive Behaviours. T-Scores: Raw scores are converted to T-scores to facilitate interpretation. T-scores have a mean of 50 and a standard deviation of 10, with a higher score indicating greater severity of social impairment.
Work Behaviors
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Subscale scores of the Job Observation and Behavior Scale (JOBS) was used to assess participants' changes in work readiness and behaviors. Raw Scores: Each item is rated on a Likert scale. Individual item scores are summed to create raw scores for various subscales, which include (1) Work Quality, (2) Work Quantity, (3) Work Attitudes, (4) Social Skills, (5) Personal Presentation, and (6) Adaptability. Composite Scores: Raw scores from the subscales are combined to form composite scores (i.e., Quality of performance and Type of support), with a higher composite score indicating better performance, more positive work behaviors, less support/assistance needed.
Social Self-efficacy
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Score of Perceived Social Self-Efficacy (PSSE) was used to assess participants' changes in perceived social self-efficacy. It is scored using a 5-point Likert scale, ranging from 1 (Not well at all) to 5 (Very well). The overall range of possible scores is 6 to 30, with a higher score indicating a higher level of social self-efficacy.
Empathic Self-efficacy
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Score of Perceived Empathic Self-Efficacy (PESE) was used to assess participants' changes in perceived empathic self-efficacy. It is scored using a 5-point Likert scale, ranging from 1 (Not well at all) to 5 (Very well). The overall range of possible scores is 5 to 25, with a higher score indicating a higher level of empathic self-efficacy.
Job Self-efficacy
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Score of Job Self-Efficacy (JSE) was used to assess participants' changes job self-efficacy. Each item is rated on a scale, ranging from 1 (Very much disagree) to 6 (Very much agree). Individual item scores are summed to create a total raw score. Raw scores from the items or subscales are summed to form composite scores, with higher scores indicating greater self-efficacy in job-related tasks.
6 secondary outcomes
Adaptive Functioning
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Psychosocial Functioning
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Work Readiness
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Anxiety
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Depression
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
Life Satisfaction
Time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention
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 2 Aug 2024.
- 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.
Connie Sung, PhD principal investigator
Michigan State University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Assistive Soft Skills and Employment Training (ASSET) in people with Social Skills and Transition, run by Michigan State University 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 3 inclusion and 2 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 2 Aug 2024. 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?
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?
Social Functioning (time frame: Pre-intervention, immediately post-intervention, 3-month post-intervention). The study lists 6 primary outcomes in all. 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 2 Aug 2024.