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| Name | Class |
|---|---|
| Marcus och Amalia Wallenbergs minnesfond | UNKNOWN |
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The study investigates the behavioral effects of an adapted manual-based social skills training program (SKOLKONTAKT) for the mainstream education plan delivered by school personnel, with pupils (15-20 years) with social-communication needs; either formally diagnosed (i.e. autism spectrum disorders or ADHD) or teacher-reported subclinical difficulties. N=40 are recruited from a community school in the Stockholm area (Sweden).
So far, research has failed to consider the effectiveness of social skills training in school settings, and has instead focused on clinical or laboratory settings. This approach presents an interesting paradox given that the primary goal of social skills training is to affect change in the child's behavior in everyday life including school. Research undertaken in authentic everyday environments is not only more likely to result in real world outcomes for children and adolescents with ASD and ADHD, but greater utility in guiding models of service delivery. The objective of the current line of research is to adapt and evaluate methods originally designed to support children and adolescents with ASD and ADHD in clinical settings ("KONTAKT"), to be feasible and effective in school settings, that can be conducted by school personnel, and are are applicable to children with autistic and inattentive, hyperactive-impulsive disorders, as well as other less defined special social needs ("SKOLKONTAKT").
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Social skills group training SKOLKONTAKT | Experimental | Manualised social skills group training. |
|
| Active control comparison group | Active Comparator | Social activities in a group setting. |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| SKOLKONTAKT | Behavioral | N=21 participants are offered manualized and structured group training SKOLKONTAKT. The intervention includes 12 weeks, 3 sessions (50 minutes) per week. |
| Measure | Description | Time Frame |
|---|---|---|
| Social Skills Group Questionnaire (SSGQ) | Social skills (parent-, self- and (blinded) teacher-reported), higher score indicating improvement in skills | Change in score from baseline after 12 weeks of social skills training and at 3 months follow-up. Total time frame 6 months. |
| Measure | Description | Time Frame |
|---|---|---|
| Social Responsiveness Scale-2 (SRS-ll) | Autistic symptoms (parent-reported), decrease in scores indicating less clinical symptoms. | Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline). Total time frame 6 months. |
| Measure | Description | Time Frame |
|---|---|---|
| Pre-assessment questionnaire | Expectations and person characteristics (parent and participant reported together) reported in a qualitative queastionnaire. | At baseline. |
| Evaluation questionnaire | Qualitative questionnaire for intervention evaluation (parent and participant reported together) |
Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Sven Bölte, Professor | CAP Research center, Karolinska Institutet | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| CAP Research Center, Center of Neurodevelopmental disorders at Karolinska Institutet (KIND) | Stockholm | 113 30 | Sweden |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 26912485 | Background | Choque Olsson N, Rautio D, Asztalos J, Stoetzer U, Bolte S. Social skills group training in high-functioning autism: A qualitative responder study. Autism. 2016 Nov;20(8):995-1010. doi: 10.1177/1362361315621885. Epub 2016 Feb 24. | |
| 28647010 | Background | Choque Olsson N, Flygare O, Coco C, Gorling A, Rade A, Chen Q, Lindstedt K, Berggren S, Serlachius E, Jonsson U, Tammimies K, Kjellin L, Bolte S. Social Skills Training for Children and Adolescents With Autism Spectrum Disorder: A Randomized Controlled Trial. J Am Acad Child Adolesc Psychiatry. 2017 Jul;56(7):585-592. doi: 10.1016/j.jaac.2017.05.001. Epub 2017 May 10. |
| Label | URL |
|---|---|
| Homepage KIND. | View source |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D001289 | Attention Deficit Disorder with Hyperactivity |
| D001008 | Anxiety Disorders |
| D003863 | Depression |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
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Teacher-assessors are blinded pre-, post, and follow-up.
|
| Social activity group | Behavioral | N=21 participants. The active comparison group includes 12 weeks, 3 sessions (50 minutes) per week. Sessions will include socially oriented activities such as board games, sports or baking as well as a recommended, general agenda. |
|
| KIDSCREEN-27 (short version) |
Health-related Quality of Life (self-reported). |
| Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline).Total time frame 6 months. |
| Worlds Health Organisation Disability Assessment Schedule 2.0 (WHODAS 2.0) | Daily functioning as affected by functional disability (parent-reported). | Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline). Total time frame 6 months. |
| Conners 3-F | ADHD-related symptoms (parent-reported), decrease in scores indicating less clinical symptoms. | Change in score from baseline immediately after the intervention (12-13 weeks after baseline) and at 3 months follow-up (24-25 weeks after baseline). Total time frame 6 months. |
| Negative Effects Questionnaire (NEQ) | Record of adverse events during intervention (parent-reported). | Change from baseline immediately after the intervention. Total time frame 3 months. |
| Goal Attainment Scaling (GAS) | Personalised goal-setting (self-reported). Goal attaingment reported on a five-point scale, where higher score indicates better outcome. | Change in score from baseline immediately after the intervention (12-13 weeks after baseline). Total time frame 3 months. |
| Reported immediately after the intervention. |
| Evaluation questionnaire (school-staff) | Qualitative questionnaire for intervention evaluation (school-staff reported) | Reported immediately after the intervention. |
| Evaluation questionnaire (principal) | Qualitative questionnaire for intervention evaluation (school principal-reported) | Reported immediately after the intervention. |
| School grade | Percent of grades indicating typical progress in subjects (teacher-reported) | Change in score from baseline immediately after the intervention. Total time frame 3 months. |
| School attendance | Percent of school attendance (teacher-reported) | Change in score from baseline immediately after the intervention. Total time frame 3 months. |
| Attendance in intervention-group | Number of sessions attended by participant (group-leader reported) | Summary score of attended sessions. Scored immediately following every session of the intervention (3 sessions/week; 12 weeks). Total time frame 3 months. |
| 29748736 | Background | Jonsson U, Olsson NC, Coco C, Gorling A, Flygare O, Rade A, Chen Q, Berggren S, Tammimies K, Bolte S. Long-term social skills group training for children and adolescents with autism spectrum disorder: a randomized controlled trial. Eur Child Adolesc Psychiatry. 2019 Feb;28(2):189-201. doi: 10.1007/s00787-018-1161-9. Epub 2018 May 10. |
| D001526 | Behavioral Symptoms |
| D001519 | Behavior |