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Sibling-Mediated Intervention

Sponsor:

Arizona State University

Code:

NCT05098392

Conditions

Autism Spectrum Disorder

Eligibility Criteria

Sex: All

Age: 5 - 11

Healthy Volunteers: Not accepted

Interventions

Sibling-mediated intervention

Study Details

Brief summary:

Given the increasing prevalence of autism spectrum disorder (ASD), estimated to be 1 in 68 in the United States alone, ASD has become one of the fastest-growing pediatric concerns. The deficits of children with ASD range across social communication and academic skills. One of the effective interventions that have been used commonly for ASD is the model-lead-test, which includes modeling, prompting children to practice target skills together, and providing children with affirmative feedback or error correction. Previous research has demonstrated that the model-lead-test is successful in teaching different skills for individuals with ASD, including functional, social, and academic skills. The vast majority of the studies had researchers, therapists, or teachers implement the intervention. However, there is clear empirical support and implications for interventions mediated by more familiar persons, such as parents and siblings, which may lead to better effects, maintenance, and generalization due to more practice opportunities in the natural environments. Research has supported the effectiveness of using parents or peers as agents to deliver interventions for individuals with ASD, whereas fewer studies explored the use of siblings to deliver or mediate intervention. As typically developing siblings are an essential part of the daily life of children with ASD, it makes logical extensions to have siblings as mediators to deliver interventions.

In the initial findings, the investigators found the typically developing siblings can accurately implement the model-lead-test procedure that improved various skills of their siblings with ASD. This project will extend these findings by examining the efficacy of the sibling-implemented intervention on early literacy (reading) and social reciprocity (conversation and play) of children with ASD as well as the sibling relationship before, during, and after the intervention.

Conditions

Autism Spectrum Disorder

Study ID

NCT05098392

Start date

Nov 2, 2021

Status verified date

Apr, 2025

Completion date

Nov 1, 2026

Anticipated

Primary completion date

Feb 1, 2026

Anticipated

Eligibility Criteria

Eligibility Criteria

Sex: All

Age: 5 - 11

Healthy Volunteers: Not accepted

Inclusion Criteria:

  • Both siblings can demonstrate compliance during instruction.
  • Children with ASD can imitate physical actions and repeat vocalizations, answering common questions, label common objects and actions with adjectives.
  • Typically developing children can sound out and blend letters during reading.

Exclusion Criteria:

  • Children with aggression towards their siblings and noncompliance during instruction
  • Children with ASD who can sound out and blend letters.

Study Design

Enrollment

40 participants

Anticipated

Allocation

Randomized

Intervention Model

Parallel Assignment

Primary purpose

Treatment

Interventions and Outcome Measures

Arms

no intervention: Treatment as usual/Sibling interaction

Children with autism will spend time with their typically developing siblings for 20-30 mins at least three times a week

experimental: Sibling-mediated intervention

Children with autism will receive explicit instruction from their typically developing siblings

Interventions

Sibling-mediated intervention

Typically developing siblings will be trained to use an explicit instruction strategy (model-lead-test) and a checklist to self-monitor their teaching when working with their siblings with ASD on reading and social skills.

Primary outcome measure

  • Change in oral reading accuracy [ Time Frame: Assessment will begin from the date of randomization, during and after the intervention, and up to 9 months after the intervention for a total of approximately 12 months ]
  • Change in social engagement [ Time Frame: Assessment will begin from the date of randomization, during and after the intervention, and up to 9 months after the intervention for a total of approximately 12 months ]
  • Change in sibling relationship [ Time Frame: Assessment will begin from the date of randomization, during and after the intervention, and up to 9 months after the intervention for a total of approximately 12 months ]
  • Change in sibling self-efficacy. [ Time Frame: Assessment will begin from the date of randomization, during and after the intervention, and up to 9 months after the intervention for a total of approximately 12 months ]
  • Change in reciprocal conversation [ Time Frame: Assessment will begin from the date of randomization, during and after the intervention, and up to 9 months after the intervention for a total of approximately 12 months ]

Central Contacts and Locations

Central contacts

Chengan Yuan, PhD

4807270671chengan.yuan@asu.edu

Locations

Children's Autism Center

Recruiting

Round Rock, Texas, United States, 78664

Contacts

Laura Saldana

512-733-2800lsaldana@cactexas.com

More Information

Sponsor

Arizona State University

Last update posted

Apr 18, 2025

Last verified

Apr, 2025

Trial information was received from ClinicalTrials.gov and was last updated on 2026-09-18. This information was provided to ClinicalTrials.gov by Arizona State University on 2025-04-18.