Can we enhance the social communication skills of preschool children with Autism Spectrum Conditions through play?
| ISRCTN | ISRCTN79413977 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN79413977 |
| Secondary identifying numbers | N/A |
- Submission date
- 09/03/2012
- Registration date
- 11/04/2012
- Last edited
- 06/12/2019
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Mental and Behavioural Disorders
Plain English summary of protocol
Background and study aims
Research indicates that children with Autism Spectrum Conditions (ASCs) can be taught to play via appropriate intervention, and that this may also improve their social communication skills. However, research in this area is currently lacking. We are interested in exploring whether the social interactions of preschool children with social communication difficulties can be enhanced by developing their play skills.
Who can participate?
Preschool children attending a Children's Centre preschool in Hampshire can attend. Children do not need to have a diagnosis of an ASC, but do need to have a funded special educational needs place at preschool relating to their social communication difficulties.
What does the study involve?
After consent is given, a researcher visits the child at their preschool setting to conduct some assessments. Children will then be randomly selected to either receive a short individual play intervention each day for two weeks at preschool, or to continue their preschool as usual for two weeks. The intervention, called Identiplay, lasts for 10 minutes each day and will be delivered by the child’s usual key worker. Identiplay teaches play and has been used with many preschool children with social communication needs across Hampshire. After these two weeks the researcher will visit the participant at preschool again and repeat the assessments. After a further six weeks this will be repeated.
What are the possible benefits and risks of taking part?
You would be helping us to understand the links between play and social communication skills in individuals with ASCs. There are no risks involved in taking part.
Where is the study run from?
University of Southampton (UK).
When is the study starting and how long is it expected to run for?
From September 2011 to March 2012.
Who is funding the study?
University of Southampton (UK).
Who is the main contact?
Miss Chloe Allen
cla1g09@soton.ac.uk
Contact information
Scientific
University of Southampton
University Road
Southampton
SO151BJ
United Kingdom
Study information
| Study design | Multicentre randomised controlled trial |
|---|---|
| Primary study design | Interventional |
| Secondary study design | Randomised controlled trial |
| Study setting(s) | Other |
| Study type | Quality of life |
| Participant information sheet | Not available in web format, please use the contact details below to request a patient information sheet |
| Scientific title | Can we enhance the social communication skills of preschool children with Autism Spectrum Conditions through play? |
| Study objectives | Autism spectrum conditions (ASCs) include autistic disorder, pervasive developmental disorder (PDD), and Asperger's disorder, and are characterised by deficits in social interaction, communication, and imagination. Hypothesis: Exposure to an intervention aiming to enhance play skills will result in a significant increase in play skills, social play development and the frequency of social communication behaviours. |
| Ethics approval(s) | Department of Psychology Ethics Committee, University of Southampton, 08/08/2011, ref: 704 |
| Health condition(s) or problem(s) studied | Preschool children with Autism Spectrum Conditions |
| Intervention | Children will be matched into pairs and then randomly allocated to either the intervention or treatment as usual condition. The play intervention will take place daily at preschool with the child and their keyworker working one to one. The intervention used is known as Identiplay. |
| Intervention type | Behavioural |
| Primary outcome measure | 1. Preschool teacher-rated SDQ 2. Symbolic Play Test 3. 10-minute video recording of child engaged in free play with peers coded using the M-COSMIC, developmental and social level of play |
| Secondary outcome measures | No secondary outcome measures |
| Overall study start date | 01/09/2011 |
| Completion date | 19/03/2012 |
Eligibility
| Participant type(s) | Patient |
|---|---|
| Age group | Child |
| Lower age limit | 2 Years |
| Upper age limit | 5 Years |
| Sex | Both |
| Target number of participants | 20 |
| Key inclusion criteria | 1. Attending a special educational needs funded place for children with social communication needs in a children's centre 2. Aged between 2 years 9 months and 5 years 3. Written parental consent |
| Key exclusion criteria | 1. Speech and language delay in the absence of social communication concerns 2. Major medical conditions impacting on the effects of the intervention |
| Date of first enrolment | 01/09/2011 |
| Date of final enrolment | 19/03/2012 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
SO151BJ
United Kingdom
Sponsor information
University/education
c/o Miss Chloe Allen
University of Southampton
University Road
Southampton
SO17 1BJ
England
United Kingdom
| Website | http://www.southampton.ac.uk/ |
|---|---|
"ROR" |
https://ror.org/01ryk1543 |
Funders
Funder type
University/education
Government organisation / Universities (academic only)
- Alternative name(s)
- University of Southampton UK
- Location
- United Kingdom
Results and Publications
| Intention to publish date | |
|---|---|
| Individual participant data (IPD) Intention to share | No |
| IPD sharing plan summary | Not provided at time of registration |
| Publication and dissemination plan | Not provided at time of registration |
| IPD sharing plan |
Editorial Notes
06/12/2019: No publications found, all search options exhausted, study status unverified.
09/06/2017: No publications found in PubMed, verifying study status with principal investigator.
