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The effectiveness of the PEERS program in adolescents with Autism Spectrum Disorder


- candidate number26659
- NTR NumberNTR6255
- ISRCTNISRCTN no longer applicable
- Date ISRCTN created
- date ISRCTN requested
- Date Registered NTR8-feb-2017
- Secondary IDsMEC-2016-357 NL57472.078.16
- Public TitleThe effectiveness of the PEERS program in adolescents with Autism Spectrum Disorder
- Scientific TitleInvestigating the effectiveness of the PEERS program in adolescents with Autism Spectrum Disorder using a randomized controlled trial design.
- ACRONYMACCEPT
- hypothesisEnhanced social knowledge (TASSK), cognition (TUSC) and skills (SSIS + SRS) and improved conversation ability (CASS + CRS)
- Healt Condition(s) or Problem(s) studiedAutism Spectrum Disorders (ASDs)
- Inclusion criteria- age between 12 to 18 years old
- clinical diagnosis of ASD (PDD-NOS, Asperger's syndrome or autistic disorder)
- Dutch fluency
- Total IQ>70
- Exclusion criteria- history of major mental illness (schizophrenia, bipolar disorder)
- visual, hearing or physical impairments
- in primary education
- received Tackling Teenage
- mec approval receivedyes
- multicenter trialno
- randomisedyes
- masking/blindingSingle
- controlActive
- groupParallel
- Type2 or more arms, randomized
- Studytypeintervention
- planned startdate 16-jan-2017
- planned closingdate21-dec-2018
- Target number of participants150
- Interventions- The PEERS program (experimental condition) consists of 14 weekly teen and parent sessions, with a duration of 90 minutes per session. The training is in a small group format (6-10 teens) that addresses elements of friendship, i.e. social skills that are taught using psycho-educational and cognitive-behavioral therapy techniques (i.e. didactic lessons, role play demonstrations, behavioral rehearsals and homework assignments)
- ROAD (active control) consists of 14 weekly teen sessions (parent-involvement trough e-mail hand-outs), with a duration of 90 minutes per session. The training is in a small group format (6-10 teens) that addresses issues relevant during adolescence, like developing autonomy and friendships, using psycho-educational techniques (i.e. didactic lessons, and homework assignments)
- Primary outcomeContextual Assessment of Social Skills (CASS) is a observation measure scored by independent rated who are blinded for condition and assessment wave
- Secondary outcome- social skills (SSIS self reported, parents and teacher report)
- autistic social impairment (SRS parent and teacher report)
- social contacts (QSQ self reported and parent report)
- social knowledge (TASK self reported)
- social cognition (TUSC self reported)
- social anxiety (BFNE self reported)
- parenting self efficacy (PSOC parent report)
- TimepointsBaseline (week 0)
Intermediate (week 7)
Post-intervention (week 14)
Follow-up (week 28)
- Trial web sitehttps://autismeexpertisecentrum.yulius.nl/accept
- statusopen: patient inclusion
- CONTACT FOR PUBLIC QUERIES Kirstin Greaves-Lord
- CONTACT for SCIENTIFIC QUERIES Kirstin Greaves-Lord
- Sponsor/Initiator Erasmus Medical Center
- Funding
(Source(s) of Monetary or Material Support)
Erasmus Medical Center, Sipkema Foundation, Ministry of Higher Education Malaysia
- Publications-
- Brief summaryThe core deficits of ASD are limited social-communication capacities. Consequences of these social communication deficits are lack of social relationships, poor quality friendships and risk of anxiety or depression. The UCLA PEERS Program has been found to improve the parent-reported social competence in adolescents with ASD in USA and Korea relative to a waiting list comparison group.
The previous studies mostly used parent-reported outcome measures and little is known weather the program are effective in producing the effect of improved social competence. For these reasons, it is of great importance to culturally adapt the program, use blinded observation of social competence, and include teacher in reported outcome measures.
The present study examines the effectiveness of the Dutch translation and cultural adaptation of PEERS program in a RCT compared with an active treatment control group; ROAD. Participants in this study are randomized after the baseline measurement and equally distributed to PEERS or ROAD.
- Main changes (audit trail)10-sep-2017: Changes
‘Received Tackling Teenage’ and ‘being in primary education’ are not EXCLUSION CRITERIA. NEW INCLUSION CRITERIUM: being in secondary education PRIMARY OUTCOME: The participants experience a conversation with a confederate (unfamiliar, opposite sex and similar aged peers) during 3 minutes. the participants and the confederates have to complete a brief questionnaires about the conversation; Conversation Rating Scale (CRS). We made some adaptations to the CRS questionnaire by adding two self-confidence items and three perspective- taking items.
- RECORD8-feb-2017 - 10-sep-2017


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