NCT03785327

Improving Social Interaction for Adolescents With Autism During the Transition to Adulthood

• Status: Terminated
• Phase: N/A
• Study type: Interventional
• Enrollment: 78 (actual)
• Sponsor: The University of Texas at Dallas · Academic / Other
• Sex: Male
• Age: 18 Years – 21 Years
• Healthy volunteers: Accepted

Summary

This study compares the efficacy of two intervention strategies for improving social outcomes for autistic adolescents and young adults when interacting with unfamiliar non-autistic peers.

Detailed description

Intellectually-capable older adolescents and young adults with autism spectrum disorder (ASD) often struggle to secure and maintain employment, succeed in college, or develop satisfying personal and professional relationships. Current psychosocial interventions for this population have produced limited effects on real-world functioning. These programs typically seek to improve social skill and understanding with the hope that these abilities will translate to better functioning and are often effective at increasing knowledge of social rules and norms,yet these improvements frequently do not translate to better social and life outcomes in the real world. One reason for their limited efficacy may be that the mechanisms involved in real-life social interaction continue to be poorly understood for this population. The current study is designed to specify the factors that predict more or less favorable social outcomes for autistic adolescents and young adults when interacting with an unfamiliar, non-autistic peer, and test a multifaceted intervention for improving these outcomes. The intervention will target both brain and behavior, not only in the individual with ASD but also in their typically-developing (TD) partners. For TD participants, the efficacy of a training program will be tested to determine if social experiences for older adolescents with ASD can be improved by increasing knowledge, acceptance, and understanding of autism among TD individuals. For the participants with ASD, this study will test the efficacy of an innovative, non-invasive neurostimulation session using Transcranial Direct Current Stimulation (tDCS) to target social brain regions involved in perspective-taking and social reciprocity. Social outcomes for each intervention will be compared to a "no intervention" control condition, and to each other, to provide a comprehensive examination of intrinsic and extrinsic factors contributing to social interaction quality for autistic adolescents and young adults.

Conditions

• Autism Spectrum Disorder
• Typical Development

Interventions

Type	Name	Description
DEVICE	tDCS	Participants either complete active and sham tDCS sessions one week apart or an autism training program.
BEHAVIORAL	Autism Training	Autism Information Presentation developed by Dr. Grace Iarocci's Autism \& Developmental Disorders Lab at Simon Fraser University

Timeline

• Start date: 2019-01-18
• Primary completion: 2021-07-31
• Completion: 2021-09-22
• First posted: 2018-12-24
• Last updated: 2022-12-23
• Results posted: 2022-12-23

Locations

1 site across 1 country: United States

Regulatory

• FDA-regulated device study