Play brick therapy to aid the social skills of children and young people with autism spectrum disorder: the I-SOCIALISE cluster RCT.
ASD
AUTISM
INTERVENTION
LEGO
LEGO
RCT
SCHOOL-BASED
Journal
Public health research (Southampton, England)
ISSN: 2050-439X
Titre abrégé: Public Health Res (Southampt)
Pays: England
ID NLM: 101653231
Informations de publication
Date de publication:
Nov 2023
Nov 2023
Historique:
medline:
14
12
2023
pubmed:
14
12
2023
entrez:
14
12
2023
Statut:
ppublish
Résumé
Social skills interventions are commonly recommended to help children and young people with autism spectrum disorder develop social skills, but some struggle to engage in these interventions. LEGO To evaluate the clinical effectiveness of LEGO A cluster randomised controlled trial randomly allocating participating schools to either LEGO Mainstream schools in the north of England. Children and young people (aged 7-15 years) with autism spectrum disorder, their parent/guardian, an associated teacher/teaching assistant and a facilitator teacher/teaching assistant (intervention schools only). Schools randomised to the intervention arm delivered 12 weekly sessions of LEGO The social skills subscale of the Social Skills Improvement System (SSIS), completed by the children and young people's unblinded teacher pre randomisation and 20 weeks post randomisation. The SSIS social skills subscale measures social skills including social communication, co-operation, empathy, assertion, responsibility and self-control. Participants completed a number of other pre- and post-randomisation measures of emotional health, quality of life, loneliness, problem behaviours, academic competence, service resource utilisation and adverse events. A total of 250 children and young people from 98 schools were randomised: 127 to the intervention arm and 123 to the control arm. Intention-to-treat analysis of the main outcome measure showed a modest positive difference of 3.74 points (95% confidence interval -0.16 to 7.63 points, standardised effect size 0.18; The primary and pre-planned sensitivity analysis of the primary outcome consistently showed a positive clinical difference, with modest standardised effect sizes of between 0.15 and 0.21. There were positive health economics and qualitative findings, corroborated by the difference between arms for the majority of secondary outcomes, which were not statistically significant but favoured the intervention arm. Post hoc additional analysis was exploratory and was not used in drawing this conclusion. Given the small positive change, LEGO The primary outcome measure was completed by an unblinded teacher (rather than by the facilitator). The study team recommends future research into LEGO This trial is registered as ISRCTN64852382. This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 15/49/32) and is published in full in Autism spectrum disorder is characterised by difficulties with social relationships and communication, which can make it difficult to make friends. Social skills training is commonly used to help children and young people learn different social skills, but some children and young people do not enjoy these therapies. LEGO
Sections du résumé
Background
UNASSIGNED
Social skills interventions are commonly recommended to help children and young people with autism spectrum disorder develop social skills, but some struggle to engage in these interventions. LEGO
Objective
UNASSIGNED
To evaluate the clinical effectiveness of LEGO
Design
UNASSIGNED
A cluster randomised controlled trial randomly allocating participating schools to either LEGO
Setting
UNASSIGNED
Mainstream schools in the north of England.
Participants
UNASSIGNED
Children and young people (aged 7-15 years) with autism spectrum disorder, their parent/guardian, an associated teacher/teaching assistant and a facilitator teacher/teaching assistant (intervention schools only).
Intervention
UNASSIGNED
Schools randomised to the intervention arm delivered 12 weekly sessions of LEGO
Main outcome measure
UNASSIGNED
The social skills subscale of the Social Skills Improvement System (SSIS), completed by the children and young people's unblinded teacher pre randomisation and 20 weeks post randomisation. The SSIS social skills subscale measures social skills including social communication, co-operation, empathy, assertion, responsibility and self-control. Participants completed a number of other pre- and post-randomisation measures of emotional health, quality of life, loneliness, problem behaviours, academic competence, service resource utilisation and adverse events.
Results
UNASSIGNED
A total of 250 children and young people from 98 schools were randomised: 127 to the intervention arm and 123 to the control arm. Intention-to-treat analysis of the main outcome measure showed a modest positive difference of 3.74 points (95% confidence interval -0.16 to 7.63 points, standardised effect size 0.18;
Conclusions
UNASSIGNED
The primary and pre-planned sensitivity analysis of the primary outcome consistently showed a positive clinical difference, with modest standardised effect sizes of between 0.15 and 0.21. There were positive health economics and qualitative findings, corroborated by the difference between arms for the majority of secondary outcomes, which were not statistically significant but favoured the intervention arm. Post hoc additional analysis was exploratory and was not used in drawing this conclusion. Given the small positive change, LEGO
Limitations
UNASSIGNED
The primary outcome measure was completed by an unblinded teacher (rather than by the facilitator).
Future work
UNASSIGNED
The study team recommends future research into LEGO
Trial registration
UNASSIGNED
This trial is registered as ISRCTN64852382.
Funding
UNASSIGNED
This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 15/49/32) and is published in full in
Autism spectrum disorder is characterised by difficulties with social relationships and communication, which can make it difficult to make friends. Social skills training is commonly used to help children and young people learn different social skills, but some children and young people do not enjoy these therapies. LEGO
Autres résumés
Type: plain-language-summary
(eng)
Autism spectrum disorder is characterised by difficulties with social relationships and communication, which can make it difficult to make friends. Social skills training is commonly used to help children and young people learn different social skills, but some children and young people do not enjoy these therapies. LEGO
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1-137Références
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