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| ID | Type | Description | Link |
|---|---|---|---|
| 02-2025-0004 | Other Grant/Funding Number | Seoul National University Bundang Hospital |
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| Name | Class |
|---|---|
| Kyung Hee University Hospital | OTHER |
| Seoul St. Mary's Hospital | OTHER |
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This study aims to evaluate the efficacy of the Korean version of the PEERS® for Preschoolers (PEERS®-PS-K), a parent-assisted social skills intervention for preschool-aged children with Autism Spectrum Disorder (ASD). Participants will be randomly assigned to either the intervention group, receiving the PEERS®-PS-K program, or a wait-list control group. The study focuses on improving social skills, such as making friends and interacting with peers, through structured lessons and parent coaching.
The Korean PEERS® for Preschoolers (PEERS®-PS-K) is a culturally adapted version of the original PEERS® program developed at UCLA. This randomized controlled trial (RCT) will investigate the social communication improvements in preschoolers with ASD.
The intervention consists of weekly 90-minute sessions for 16 weeks. Children learn social skills through puppet shows and role-playing, while parents receive concurrent coaching to support their children's social interactions in natural settings. Data will be collected at baseline, post-intervention, and follow-up to assess social responsiveness and behavioral changes.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| PEERS®-PS-K Intervention Group | Experimental | Participants in this group will receive the Korean version of the PEERS® for Preschoolers (PEERS®-PS-K) intervention immediately. This includes 16 weekly 90-minute sessions of social skills training for children and concurrent coaching sessions for parents. |
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| Waitlist Control Group | Other | Participants will not receive any specialized social skills intervention during the first 16 weeks (control period). After the post-control assessment is completed, these participants will receive the same 16-week PEERS®-PS-K intervention. |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| The Korean version of PEERS® for Preschoolers (PEERS®-PS-K) | Behavioral | The Korean version of PEERS® for Preschoolers (PEERS®-PS-K) is a 16-week, parent-assisted social skills intervention for preschoolers with ASD. The program consists of weekly 90-minute sessions. Children are taught social skills through puppet shows, role-playing, and structured play, focusing on making friends, playing with peers, and managing conflicts. Concurrently, parents receive coaching sessions to learn how to facilitate their children's social interactions and manage playdates in natural settings. Weekly homework is assigned to generalize the learned skills. |
| Measure | Description | Time Frame |
|---|---|---|
| Change from Baseline in SRS-2 Total T-score at 16 weeks | The SRS-2 includes five subscales: Social Awareness, Social Cognition, Social Communication, Social Motivation, and Restricted Interests and Repetitive Behavior. Each subscale provides a T-score to identify specific areas of social impairment. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Measure | Description | Time Frame |
|---|---|---|
| Change in Korean version of Vineland Adaptive Behavior Scales-III (K-Vineland-III) score | The Korean version of Vineland Adaptive Behavior Scales, Third Edition (K-Vineland-III) is a standardized assessment of adaptive functioning in communication, daily living skills, and socialization domains. Standard scores (Mean=100, SD=15) are used, where higher scores indicate better adaptive functioning in daily life. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Jae Hyun Han, MD, PhD Candidate | Seoul National University Bundang Hospital, Seoul National University College of Medicine | Principal Investigator |
| Hee Jeong Yoo, MD, PhD | Seoul National University Bundang Hospital, Seoul National University College of Medicine | Study Director |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Kyung Hee University Medical Center | Seoul | Dongdaemun-gu | 02447 | South Korea | ||
| Seoul National University Bundang Hospital |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 24150989 | Background | Corbett BA, Swain DM, Coke C, Simon D, Newsom C, Houchins-Juarez N, Jenson A, Wang L, Song Y. Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention. Autism Res. 2014 Feb;7(1):4-16. doi: 10.1002/aur.1341. Epub 2013 Oct 22. | |
| 16155053 | Background | Warreyn P, Roeyers H, De Groote I. Early social communicative behaviours of preschoolers with autism spectrum disorder during interaction with their mothers. Autism. 2005 Oct;9(4):342-61. doi: 10.1177/1362361305056076. |
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Individual participant data will not be shared to protect the privacy and confidentiality of the study participants, who are young children with neurodevelopmental disorders. The informed consent obtained from parents does not include provisions for the public sharing of raw individual data.
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The control group is a wait-list control; they will receive the same PEERS®-PS-K intervention after the initial 16-week assessment period.
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Due to the nature of the wait-list control design, participants and care providers cannot be masked as they are aware of the timing of the intervention. However, outcomes will be assessed by independent assessors who are blinded to the group assignment.
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| Baseline, 16 weeks, 32 weeks |
| Change in Social Communication Questionnaire (SCQ) score | The Social Communication Questionnaire (SCQ) is a parent-report screening tool for Autism Spectrum Disorder (ASD) symptoms. It assesses social interaction and communication skills. Higher total scores indicate more severe social communication deficits. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Quality of Socialization Questionnaire (QSQ) score | The Quality of Socialization Questionnaire (QSQ) measures the number and quality of an individual's friendships and the frequency of social interactions. Higher scores reflect a higher quality and frequency of social involvement. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Behavior Rating Inventory of Executive Function-Preschool (BRIEF-P) score | The Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P) assesses executive function behaviors in preschool-aged children, including inhibition, shifting, and emotional control. Higher T-scores indicate greater executive function impairment. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Emotion Regulation Checklist (ERC) score | The Emotion Regulation Checklist (ERC) is a parent-report measure of a child's emotional regulation and lability. Higher scores on the Emotion Regulation subscale indicate better emotional control, while higher scores on the Lability/Negativity subscale indicate greater emotional instability. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Child Behavior Checklist (CBCL 1.5-5) score | The Child Behavior Checklist (CBCL) for ages 1.5-5 is used to identify emotional and behavioral problems in young children. Higher T-scores on the Internalizing, Externalizing, and Total Problems scales indicate more significant behavioral challenges. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Preschool Anxiety Scale (PAS) score | The Preschool Anxiety Scale (PAS) is a parent-report measure designed to assess symptoms of anxiety in preschool-aged children. It covers domains such as generalized anxiety, social anxiety, and separation anxiety. Higher total scores indicate a higher level of anxiety symptoms in the child. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in State-Trait Anxiety Inventory (STAI) score | The STAI is a self-report instrument used to measure the presence and severity of current anxiety (state) and a general tendency to be anxious (trait) in adults. Higher scores indicate higher levels of anxiety in parents. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Beck Depression Inventory-II (BDI-II) score | The BDI-II is a widely used self-report scale to assess the severity of depressive symptoms in adults. Higher total scores reflect more significant depressive symptoms. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change from Baseline in Korean Parent Efficacy Test (K-PET) score | The K-PET is a standardized self-report instrument developed by Jung-mi Kim to assess parenting efficacy in parents of children aged 1 to 6 years. It consists of two main domains: the Parent domain (15 items focusing on parenting competence and satisfaction) and the Spouse domain (14 items focusing on co-parenting and spouse support). Total scores are calculated on a 5-point Likert scale, where higher scores reflect a higher sense of parenting efficacy and better co-parenting quality. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Parenting Stress Index-4-Short Form (PSI-4-SF) score | The PSI-4-SF assesses the level of stress in the parent-child system. Higher total scores indicate a greater degree of stress related to the parenting role and child-rearing. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Change in Child-Parent Relationship Scale (CPRS) score | The Child-Parent Relationship Scale (CPRS) is a self-report measure for parents to assess their relationship with their child. It evaluates aspects such as closeness and conflict within the parent-child dyad. Higher scores on the closeness subscale and lower scores on the conflict subscale indicate a more positive and secure relationship. | Baseline, Post-intervention (16 weeks), and Follow-up (32 weeks) |
| Seongnam-si |
| Gyeonggi-do |
| 13620 |
| South Korea |
| The Catholic University of Korea, Seoul St. Mary's Hospital | Seoul | Seocho-gu | 06591 | South Korea |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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