Variables Associated With Successful Treatment Outcomes of Autistic Youth Enrolled in PEERS

McLeod, Justin W.H.; McCrimmon, Adam W.

doi:10.3389/fpsyt.2022.834801

Cited by 2 publications

(1 citation statement)

References 65 publications

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“…Measures were selected to enable comparison with prior literature using standardised measures and to meet the demands of funding body reviewers. The primary outcome measure, the social skills improvement system (SSIS), has been shown to have good internal consistency, test–retest and inter-rater reliability and has been widely used to measure social skills changes in school settings ( Crosby, 2011 ; Gresham et al, 2018; McLeod & McCrimmon, 2022 ).…”

Section: Methodsmentioning

confidence: 99%

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO^® based therapy (‘Play Brick Therapy’) clubs in school environments

Wright

Kingsley

Cooper

et al. 2023

Autism

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Social learning through friendships is important in child development. Autistic children often initiate and engage in social interactions differently than neurotypical peers. LEGO® based therapy is a group intervention which facilitates social interactions with peers using collaborative LEGO® play. A 1:1 cluster randomised controlled trial with autistic children aged 7–15 comparing 12 weeks’ LEGO® based therapy and usual support to usual support alone in 98 mainstream schools (2017–2019) was carried out. The primary outcome was social skills (Social Skills Improvement System) completed by unblinded teachers (not intervention deliverers) at 20 weeks. Analysis used intention-to-treat. Fifty intervention schools (127 participants) and 48 control schools (123 participants) were allocated. Primary analysis included 45 intervention schools (116 participants) and 42 control schools (101 participants). The between-arms difference was 3.74 (p = 0.06, 95% confidence interval: −0.16, 7.63) and 1.68 (p = 0.43, 95% confidence interval: −2.51, 5.87) at 20 and 52 weeks (0.18 and 0.08 standardised effect sizes). Twenty-week outcomes for those receiving per protocol intervention were 4.23 (95% confidence interval 0.27, 8.19) with a standardised effect size of 0.21. Sensitivity estimates were between 3.10 and 4.37 (0.15–0.21 standardised effect sizes). Three unrelated serious adverse events were reported. LEGO® based therapy has a small positive non-significant benefit for social skills at 20 weeks but not 52 weeks. Lay abstract Autism is characterised by keen interests and differences in social interactions and communication. Activities that help autistic children and young people with social skills are commonly used in UK schools. LEGO® based therapy is a new activity that provides interesting and fun social opportunities for children and young people and involves building LEGO® models together. This study looked at LEGO® based therapy for the social skills of autistic children and young people in schools. It was a randomised controlled trial, meaning each school was randomly chosen (like flipping a coin) to either run LEGO® based therapy groups in school over 12 weeks and have usual support from school or other professionals, or only have usual support from school or other professionals. The effect of the LEGO® based therapy groups was measured by asking children and young people, their parents/guardians, and a teacher at school in both arms of the study to complete some questionnaires. The main objective was to see if the teacher’s questionnaire answers about the children and young people’s social skills changed between their first and second completions. The social skills of participants in the LEGO® based therapy groups were found to have improved in a small way when compared to usual support only. The study also found that LEGO® based therapy was not very costly for schools to run and parents/guardians and teachers said they thought it was good for their children and young people. We suggest further research into different potential benefits of LEGO® based therapy.

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Section: Methodsmentioning

confidence: 99%

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO^® based therapy (‘Play Brick Therapy’) clubs in school environments

Wright

Kingsley

Cooper

et al. 2023

Autism

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Development of personalized profiles of students with autism spectrum disorder for interactive interventions with robots to enhance language and social skills

Herrero-Martín,

Fonseca,

Caro-Via

et al. 2024

Front. Psychiatry

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The inclusion of students with autism spectrum disorder (ASD) in mainstream education (primary and secondary, in the range of 4-5 to 8-10 years old) is a complex task that has long challenged both educators and health professionals. However, the correct use of digital technologies such as personalization settings and interaction with robots has clearly shown how these new technologies can benefit ASD students. However, it is essential to characterize the profile, problems, and needs of each student, since it is not possible to generalize an accessible approach for all users. The work presented shows the creation and validation, through pilot tests, of an instrument that outlines the main needs of a student with ASD, based on behavioral variables. In a later phase, instructional sequences will be designed and adapted through digital tablets and interaction with a robot to improve specific aspects identified in the initial profile. The results demonstrate the method’s ability to assess and prioritize profiles satisfactorily which helps create a design adjusted to each student. The first pilot tests have been well received by ASD students, who have shown increased interest in the contents and methods used in this approach. Motivation levels and engagement have also increased, and social interactions with their peers have improved.

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Variables Associated With Successful Treatment Outcomes of Autistic Youth Enrolled in PEERS

Cited by 2 publications

References 65 publications

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO^® based therapy (‘Play Brick Therapy’) clubs in school environments

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO^® based therapy (‘Play Brick Therapy’) clubs in school environments

Development of personalized profiles of students with autism spectrum disorder for interactive interventions with robots to enhance language and social skills

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Variables Associated With Successful Treatment Outcomes of Autistic Youth Enrolled in PEERS

Cited by 2 publications

References 65 publications

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy (‘Play Brick Therapy’) clubs in school environments

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy (‘Play Brick Therapy’) clubs in school environments

Development of personalized profiles of students with autism spectrum disorder for interactive interventions with robots to enhance language and social skills

Contact Info

Product

Resources

About

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO^® based therapy (‘Play Brick Therapy’) clubs in school environments

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO^® based therapy (‘Play Brick Therapy’) clubs in school environments