Effects of Receptive Language Intervention vs Individual Therapy for Preschool Children With Autism Spectrum Disorder.
For patients and families
In plain language
An automatic summary of structured registry data. It is an orientation aid, not a substitute for the official protocol or a physician assessment.
- What is being studied
- The protocol lists: Receptive language intervention by using the total communication.
- Who it may be relevant to
- Registry conditions: Autism Spectrum Disorder. Basic parameters: 3 years — 5 years · All.
- What needs checking
- Age, condition and sex are only basic indicators. Prior treatment, laboratory values and other mandatory requirements appear in the eligibility criteria below.
- Where it takes place
- Pakistan
- Next step
- Save the trial, show it to the treating physician, and confirm current recruitment with the study center. Costs, documents and travel →
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Official title
Effects of Receptive Language Intervention vs Individual Therapy for Preschool Children With
Overview
Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by deficits in social communication and social interaction and the presence of restricted, repetitive behaviors. Atypical behaviors, conditioning, and difficulties interacting with others are emblems of Autism spectrum disorder (ASD). Autism spectrum disorder (ASD) frequently affects receptive language skills essential for comprehension and communication. Early intervention is crucial for optimizing language outcomes. This randomized controlled trial (RCT) investigates the comparative efficacy of receptive language intervention (RLI) in group versus individual therapy settings for preschool children with ASD. This study aims to investigate the efficacy of receptive language intervention (RLI) in group versus individual therapy settings for preschool children with Autism Spectrum Disorder (ASD) aged 3-5 years. The study aims to address the knowledge gap regarding optimal delivery methods for receptive language interventions. Twenty preschool children (ages 3-5) with ASD will be randomly assigned to either group (n=10) or individual (n=10) therapy conditions. Outcome measures will assess by Laura Mize Teach Me To Talk receptive language checklist, noted before therapy and after completing 20 sessions post-therapy (after 7 weeks). Statistical analysis was done using SPSS 20. An Independent t-test was utilized to see any difference between groups. The study's findings will inform evidence-based practice, enhancing receptive language skills in preschool children with ASD. The study could give precious perceptivity to clinicians, preceptors, and policymakers, helping them make informed, substantiation-based opinions about the most effective and doable intervention strategies. The expected outcomes include comparable receptive language outcomes between group and individual therapy, identification of setting-specific benefits and challenges, and child characteristics influencing treatment response.
Interventions
- Other Receptive language intervention by using the total communication
Receptive language intervention using Total Communication (TC) for children with autism can be highly effective. Total Communication involves using a combination of communication methods to support language comprehension and expression. It recognizes that individuals with autism often benefit from multi-modal communication rather than relying solely on spoken language.
Primary outcome measures
- Laura Mize Teach Me To Talk receptive language checklist, Me To Talk receptive language checklist, [Time frame: 2 months]
Eligibility criteria
Inclusion criteria
- Children aged 3 to 5 years diagnosed with ASD.
- Children who are able to attend regular therapy sessions as scheduled in the study (either group or individual therapy).
- Both male and female will be included.
Exclusion criteria
- Children with co-occurring severe medical conditions.
- Children who have already received intensive speech and language therapy for receptive language skills within the last 6 months.
- Children with behavioral issues so severe (e.g., aggression, extreme hyperactivity) that they might disrupt group therapy sessions or be unable to focus in individual therapy.
Criteria are shown verbatim from the registry (in English). Final eligibility is always assessed by the study center.
Healthy volunteers: No
Study design
- Allocation
- Randomized
- Model
- Parallel assignment
- Masking
- Single blind
- Primary purpose
- Treatment
Study locations
Pakistan · 1 center
- Irum Khara — Lahore
Publications
- Gajre MP, Shah M, Pradhan SV, Aseri H. Examining the Impact of Group-Based Social Skills Intervention in Autistic Children Aged Eight to 15 Years. Cureus. 2024 Feb 1;16(2):e53376. doi: 10.7759/cureus.53376. eCollection 2024 Feb. PMID 38435203
- Akbar RF, Kiyani HS, Saqulain G. Effectiveness of group therapy versus individual therapy in acquisition of pre-linguistic skills in children with expressive language disorders. The Rehabilitation Journal. 2023.
Identifiers
NCT: NCT06927518 · REC/RCR & AHS/24/0655