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This project aims to develop and test the feasibility, acceptability, and preliminary impact of a brief, online single-session intervention (SSI) for caregivers of autistic youth ages 10 to 14. The SSI, called Project Independence, is designed to give caregivers practical tools to support greater independence in daily living routines. To test the SSI, participants will be randomly assigned to either complete Project Independence or watch a time-matched, series of educational video with unrelated content.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Project Independence Immediately (Single-Session Intervention group) | Experimental | Participants assigned to this arm will complete an online single-session intervention (SSI), with an estimated completion time of 30-minutes. |
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| Attention Control Group | No Intervention | Participants in this arm will view a series of online educational videos unrelated to the intervention content, lasting approximately 30-minutes. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Project Independence | Behavioral | Participants will complete a self-guided, online, single-session digital intervention delivered through interactive audiovisual content. The intervention includes guided readings related to caregiving and independence, brief demonstration stories or videos, and structured reflection or brainstorming activities, lasting approximately 30 minutes. |
| Measure | Description | Time Frame |
|---|---|---|
| Perceived Change in Caregiver Confidence | Caregivers will rate their perceived confidence in their ability to support their child in building independence in daily living skills using an 11-point rating scale (developed for the purpose of this study), from 0 ("Not at All Confident") to 10 ("Extremely Confident"). Higher ratings on this item indicate greater perceived confidence to support youth independence in daily living skills. | Baseline (pre-intervention), immediately post-intervention (same session) |
| Measure | Description | Time Frame |
|---|---|---|
| Perceived Change in Caregiver Accommodation | Caregivers will rate the extent to which they provided accommodation in the past week when the identified daily living skills was being completed using an 11-point rating scale (developed for the purpose of this study), from 0 ("Not at all") to 10 ("Completely"). Higher ratings on this item indicate greater perceived accommodation use in the identified daily routine. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Sandra L Cepeda, M.S. | Contact | 305-284-2712 | ext. 1 | slc247@miami.edu |
| Name | Affiliation | Role |
|---|---|---|
| Jill Ehrenreich-May, Ph.D. | University of Miami | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| University of Miami | Recruiting | Coral Gables | Florida | 33146 | United States |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Anvari, F., & Lakens, D. (2021). Using anchor-based methods to determine the smallest effect size of interest. Journal of Experimental Social Psychology, 96, 104159. | ||
| 34255718 | Background | Sung JY, Mumper E, Schleider JL. Empowering Anxious Parents to Manage Child Avoidance Behaviors: Randomized Control Trial of a Single-Session Intervention for Parental Accommodation. JMIR Ment Health. 2021 Jul 6;8(7):e29538. doi: 10.2196/29538. | |
| 33796139 |
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| ID | Term |
|---|---|
| D001321 | Autistic Disorder |
| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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| Immediately post-intervention, 2-week follow-up |
| Perceived Change in Opportunities for Youth Practice in Independence | Caregivers will rate how often they provided opportunities for their child to practice the identified daily living skill independently using an 11-point rating scale (developed for the purpose of this study), from 0 ("Never") to 10 ("Almost Always"). Higher ratings on this item indicate greater perceived opportunities provided to youth to practice independence the identified daily routine. | Immediately post-intervention, 2-week follow-up |
| Program Feedback Scale (PFS) | Participants will complete the Program Feedback Scale (PFS), an 8 item validated self report measure assessing perceived acceptability and feasibility of the intervention. Items are rated on a 5 point Likert scale ranging from 1 ("Really disagree") to 5 ("Really agree"), with higher scores indicating greater perceived acceptability and feasibility. | Immediately post-intervention |
| Background |
| Baker E, Stavropoulos KKM, Baker BL, Blacher J. Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence. Res Autism Spectr Disord. 2021 May;83:101761. doi: 10.1016/j.rasd.2021.101761. Epub 2021 Mar 5. |
| 33835354 | Background | Duncan A, Meinzen-Derr J, Ruble LA, Fassler C, Stark LJ. A Pilot Randomized Controlled Trial of a Daily Living Skills Intervention for Adolescents with Autism. J Autism Dev Disord. 2022 Feb;52(2):938-949. doi: 10.1007/s10803-021-04993-y. Epub 2021 Apr 9. |
| 31799863 | Background | Schleider JL, Dobias ML, Sung JY, Mullarkey MC. Future Directions in Single-Session Youth Mental Health Interventions. J Clin Child Adolesc Psychol. 2020 Mar-Apr;49(2):264-278. doi: 10.1080/15374416.2019.1683852. Epub 2019 Dec 4. |
| 36925822 | Background | Schleider JL, Beidas RS. Harnessing the Single-Session Intervention approach to promote scalable implementation of evidence-based practices in healthcare. Front Health Serv. 2022 Sep 23;2:997406. doi: 10.3389/frhs.2022.997406. eCollection 2022. |