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This study will examine the potential effectiveness of a virtually delivered parent-mediated intervention for insistence on sameness behaviors in autism and investigate 1) whether caregivers can learn to deliver the adapted Supportive Parenting for Anxious Childhood emotions (SPACE) intervention for IS via telehealth and 2) whether children will show greater improvement in IS behaviors.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Active treatment | Experimental | Eligible participants that enroll will received 16 week parent based intervention for insistence on sameness |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Supportive Parenting for Anxious Childhood Emotions (SPACE) for insistence on sameness (IS) | Behavioral | This study will examine the potential effectiveness of a virtually delivered parent-mediated intervention for insistence on sameness behaviors in autism. This includes a 16 week protocol where caregivers meet weekly for one hour with a study therapist. |
| Measure | Description | Time Frame |
|---|---|---|
| Change from baseline in parent rated Dimensional Assessment of Restricted Behavior (DARB) Scores during treatment. | DARB scores measure restricted and repetitive behaviors with higher scores indicating greater intensity. | Screening, Baseline, Weeks 4, 8, 12, 16 and 2 month follow up |
| Change from baseline in clinician rated clinical global impressions scale scores during treatment. | Score Range: 1 = normal, not at all ill; 7 = among the most extremely ill patients; 1 = very much informed since the initiation of treatment; 7 = very much worse since the initiation of treatment. | Weeks 8, 16 and 2 month follow up |
| Measure | Description | Time Frame |
|---|---|---|
| Change from Baseline in Parent-Rated Anxiety as captured by the Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD). | ASC-ASD captures anxiety with higher scores indicating greater anxiety severity across the subdomains of separation anxiety, uncertainty, performance anxiety, and anxious arousal. [Score Range: 0-72] | Baseline, Week 16 and 2 month Follow up |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Kari Berquist, PhD | Contact | (650) 724-6026 | spacestudy@stanford.edu |
| Name | Affiliation | Role |
|---|---|---|
| Jennifer Phillips, PhD | Stanford University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Stanford University | Recruiting | Stanford | California | 94305 | United States |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D001321 | Autistic Disorder |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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| Change in Emotion Regulation Checklist scores during treatment | The Emotion Regulation Checklist (ERC) is a 24-item measure of children's self-regulation completed by a caregiver. Items are rated along a continuum (1=rarely, 4=almost always). Higher scores on the Lability/Negativity sub scale indicate more difficulty managing and coping with emotions, while higher scores on the Emotion Regulation sub scale indicate better ability to self-regulate. | Baseline, 16 week |
| Change in Daily Living Skills Scale Scores during treatment | Higher scores indicate better ability on the DLSS. [Score Range: 0-53] | Baseline, 16 week, 2 month Follow up |
| Change in Open Source - Challenging Behavior scores during treatment | Higher levels indicate greater levels of challenging behavior and lower levels indicate improvement. | Baseline, 16 weeks, 2 month Follow Up |