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School transition management in children with Autism Spectrum Problems


- candidate number25502
- NTR NumberNTR6144
- ISRCTNISRCTN no longer applicable
- Date ISRCTN created
- date ISRCTN requested
- Date Registered NTR3-nov-2016
- Secondary IDsMEC-2016-694 METC Erasmus MC.
- Public TitleSchool transition management in children with Autism Spectrum Problems
- Scientific TitleSchool transition management in children with Autism Spectrum Problems. A practice-based study on the effects of two interventions - STAP & A.L.I.B.I. - to optimize the transition from mainstream primary to secondary school for children with problems in the autism spectrum
- ACRONYMSchool transition management in ASP
- hypothesisBoth two transition management interventions will be effective in the reduction of the school transition problems of children with ASP. We have no hypothesis about which intervention will be most effective in the reduction of childhood psychopathology related to this specific school transition. This research question is part of this study.
- Healt Condition(s) or Problem(s) studiedAutism Spectrum Disorders (ASDs), Anxiety, Behavioral problems
- Inclusion criteria- sixth grader
- score above cut-off on autism quotiŽnt (AQ), reported by parent and/or teacher
- Exclusion criteria- severe mental or physical illness
- mec approval receivedyes
- multicenter trialyes
- randomisedyes
- masking/blindingNone
- control[default]
- group[default]
- Type2 or more arms, randomized
- Studytypeintervention
- planned startdate 2-jan-2017
- planned closingdate4-jun-2018
- Target number of participants230
- Interventions 1) STAP: intervention primarily directed at the social environment, i.e. teachers in primary and secondary education
2) A.L.I.B.I. : eHealth intervention primarily directed towards children.
- Primary outcome self-efficacy pupil
self efficacy teacher
- Secondary outcomeanxiety
autistic traits
emotional and behavioral problems
executive functioning

teacher-pupil interaction
self-efficacy parents
parenting stress parents
- TimepointsA screening and five timepoints (baseline measure and four effect measures)
- Trial web site
- statusplanned
- CONTACT FOR PUBLIC QUERIESMevr. Dr. P. Vuijk
- CONTACT for SCIENTIFIC QUERIESMevr. Dr. P. Vuijk
- Sponsor/Initiator Leiden University of Applied Sciences, Rotterdam University of Applied Sciences, Erasmus Medical Center
- Funding
(Source(s) of Monetary or Material Support)
Nationaal Regieorgaan Praktijkgericht Onderzoek SIA, NWO, Citylab 010, Stichting Gereformeerd Burgerweeshuis
- PublicationsVuijk, P., Bul, K. C. M., & Kuiper, C. (2015). Naar het voorgezet onderwijs met behulp van een serious game: Letís go! Wintereditie Engagement.

Vuijk, P., Bul, K., Brand, E., Greaves-Lord, K., Maras, A., & Kuiper, C. (2015). Letís play (serious gaming): schooltransitiemanagement voor jeugdigen met een autismespectrumstoornis. Journal of Social Intervention: Theory and Practice, 24(3), 69-74.
- Brief summaryIn mainstream education, the transition form primary to secundary school is difficult for children with autism spectrum problems, being marked by high levels of emotional and emotional difficulties. This underlines the urgency to improve the fit between the needs of children with autism spectrum problems and their eductional environment. This RCT will study effects of two interventions - STAP & A.L.I.B.I. - to optimize the transition from mainstream primary to secondary school for children with problems in the autism spectrum.

on teacher skills and teacher and child mental health and educational outcomes.
- Main changes (audit trail)
- RECORD3-nov-2016 - 22-jan-2017


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