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| Name | Class |
|---|---|
| Neurodesarrollo Quito | UNKNOWN |
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The goal of this clinical trial is to learn about the effects of the Spanish-language intervention, Unstuck and On Target (SL-Unstuck), in Spanish-speaking families in Ecuador of children 8-11 years old with attention deficit hyperactivity disorder (ADHD) or autism. The main objectives of this study are:
Researchers will compare families who are randomized to receive the intervention for 8 weeks to a waitlist control for 8 weeks prior to receiving the intervention.
Participants will:
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Unstuck | Experimental |
| |
| Waitlist | No Intervention |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Spanish-Language Unstuck and On Target (SL-Unstuck) | Behavioral | Unstuck and On Target teaches children the necessary skills to think flexibly and develop plans to reach their goals, while also providing the adults in their lives a framework to help support development of these skills. For this study, participants will receive weekly 90-minute sessions, over the course of 8 weeks. The child portion of the intervention will take place in parallel to 60-minute caregiver sessions. |
| Measure | Description | Time Frame |
|---|---|---|
| Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) | At baseline and again at post-intervention appointment about 10 weeks later | |
| Executive Function Challenge Task (EFCT) | At baseline and again at post-intervention appointment about 10 weeks later |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Neurodesarrollo Quito | Quito | 170528 | Ecuador |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 30859514 | Background | Stahmer AC, Vejnoska S, Iadarola S, Straiton D, Segovia FR, Luelmo P, Morgan EH, Lee HS, Javed A, Bronstein B, Hochheimer S, Cho E, Aranbarri A, Mandell D, Hassrick EM, Smith T, Kasari C. Caregiver Voices: Cross-Cultural Input on Improving Access to Autism Services. J Racial Ethn Health Disparities. 2019 Aug;6(4):752-773. doi: 10.1007/s40615-019-00575-y. Epub 2019 Mar 11. | |
| 40554639 |
| Label | URL |
|---|---|
| Official website for the Unstuck and On Target curriculum available in English and Spanish | View source |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D001289 | Attention Deficit Disorder with Hyperactivity |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
| D019958 | Attention Deficit and Disruptive Behavior Disorders |
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randomized control trial comparing immediate intervention to waitlist control
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|
| Background |
| Anthony L, Anthony B, Kenworthy L. Improving Classroom Behaviors among Students with Symptoms of Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder [Internet]. Washington (DC): Patient-Centered Outcomes Research Institute (PCORI); 2020 Jun. Available from http://www.ncbi.nlm.nih.gov/books/NBK615639/ |
| 24256459 | Background | Kenworthy L, Anthony LG, Naiman DQ, Cannon L, Wills MC, Luong-Tran C, Werner MA, Alexander KC, Strang J, Bal E, Sokoloff JL, Wallace GL. Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. J Child Psychol Psychiatry. 2014 Apr;55(4):374-83. doi: 10.1111/jcpp.12161. Epub 2013 Nov 21. |
| 41766921 | Background | Safer-Lichtenstein J, Campos L, Smith JV, Dahlman T, Mikulich-Gilbertson S, Holmes J, Verbalis A, Ratto A, Hardy K, Armour AC, Anthony BJ, Kenworthy L, Anthony L. "In our language": Acceptability and impact of executive function videos for Spanish-speaking families. Res Autism. 2025 Oct;128:202719. doi: 10.1016/j.reia.2025.202719. Epub 2025 Oct 3. |
| Background | West, E., Travers, J., Kemper, T., Liberty, L., Cote, D., McCollow, M., & Stansberry Brusnahan, L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with autism spectrum disorder. The Journal of Special Education, 50(3), 151-163. DOI: 10.1177/0022466916632495 |