An interventional study of Cognitive Support Technology (CST) in Autism Spectrum Disorder, sponsored by Kent State University. Status unknown at 1 site in United States. Per ClinicalTrials.gov, last updated 2021-07-28.
Sponsored by Kent State University · Not applicable, Interventional, and Supportive care
This study will fill important knowledge gaps in the availability of best practices that use innovative methods to integrate the cognitive and vocational needs of students with Autism Spectrum Disorder (ASD) who will be transitioning from 2- and 4-year postsecondary education to employment. Best practices exist from the assistive technology (AT) field to help people compensate for cognitive impairments, and from the vocational rehabilitation (VR) field to enhance employment outcomes for individuals with disabilities. However, these practices have not been integrated to provide needed supports and services to improve the employment outcomes of students with ASD. The study's goal is to expand the availability of innovative practices by testing the efficacy of a technology-driven, long-term, and resource-rich individualized support program that merges assistive technology for cognition and vocational rehabilitation practices. The end products will include technology application guidelines, training and procedural manuals, and resource information that rehabilitation professionals and students with ADS can utilize to enhance technology and mentoring proficiency, academic success, self-determination, and long-term career success for students with ASD.
The knowledge to be gained from this research will have a beneficial impact on students with ASD, rehabilitation professionals, higher education personnel, case managers, and employers who work with people with ASD. There is strong potential for the students to develop skills that will help them succeed in learning as well as employment settings. The ultimate benefit of research activities for the target population will be seen in the improved capacity for postsecondary students with ADS to utilize state-of-the-art technology to accommodate disability-related limitations, address career readiness, and to prepare for and obtain employment after graduation.
Because the risks to subjects are no greater than those associated with everyday life and because the study staff will refer students who are in psychological distress or medical emergency situations to appropriate resources in the community, the minimal risks of this study justify the considerable benefits that this study will yield. Not only will the study benefit participating students, it stands to make important contributions to the knowledge bases in the fields of assistive technology and rehabilitation.
1,344 studies on the registry are indexed under Autistic Disorder; 334 are open to participants now.
This study's planned enrollment of 90 is above the median of 45 across 1,044 interventional studies indexed under Autistic Disorder.
Browse Autistic Disorder studies →Kent State University is the lead sponsor of 31 studies on the registry; 2 are open to participants now.
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Exclusion Criteria:
Steps of the Intervention Condition. Following an in-person session in which a pretest assessment is completed, each member of the intervention group will participate in three face-to-face sessions with the interventionist at the student's campus or at the interventionist's office to complete the CST component of the intervention. Taking into consideration available psychoeducational assessment data, functional assessments from other agencies, and the participant's self-report regarding the functional difficulties that result from his or her ASD-related cognitive impairments, Scherer's (2012) Matching Person and Technology (MPT) protocol will guide the CST assessment. For purposes of the CST component of this intervention, the technological platform for cognitive accommodations will be an iPad II that is provided to each intervention-group participant at no charge (including wireless access if needed). The interventionist will provide training in the use of the iPad if necessary.
Behavioral: Cognitive Support Technology (CST)
Steps of the Control Condition. Following an in-person session in which the pretest assessment is completed, each member of the control group will participate in two telephone or Skype sessions with the interventionist to discuss her or his needs for electronic cognitive supports. An abbreviated version of Scherer's (2012) MPT assessment will be administered via telephone or Skype in the first of these virtually-administered sessions. In the second telephone or Skype session, the interventionist will summarize the results of the abbreviated MPT assessment, suggest a variety of cognitive enhancement apps for tablet computers or smart phones that the control group participant can consider.
Behavioral: Cognitive Support Technology (CST)
Cognitive Support Technology (CST) products and strategies are used to help people with disabilities compensate for or accommodate cognitive limitations (including those related to interpersonal communication and social cognition) that present difficulties for them in the performance of desired social roles, especially education and employment. CSTs may be mainstream everyday technologies such as tablet computers or they may be specialized devices designed for specific goals such as step-by-step instruction in the performance of a particular task (Scherer, 2012).
Grade Point Average (GPA)
Participant GPA
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Current academic standing
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Post-Secondary Enrollment Status
% of participants still enrolled in a postsecondary program
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Satisfaction with current living status and transportation access
Measured using single item 5-point Likert question on questionnaire
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Satisfaction with Social Support
Measured using single item 5-point Likert question on questionnaire
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Current Employment Status
Three items on questionnaire including dichotomous employment question (e.g., are you employed?), if yes, number of hours employed and weekly earnings.
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
% of Participants Receiving Disability Benefits
Whether participants receive SSDI and/or SSI benefits or not
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Depression Symptoms
Measured using Beck Depression Inventory- II (BDI-II)
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Overall Health Status
Measured using RAND 36-item Health Survey
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Perceived Stress
Measured using Perceived Stress Scale- 10
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Acceptance of Disability
Measured using the Acceptance of Disability Scale- Short Form
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Quality of Life (QoL)
Measured using the Qualify of Life Scale
Time frame: Baseline (enrollment in study), 6 months, and 1 year (study completion)
Plan to share: No
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This study is status unknown, as verified in Jul 2021. You cannot join it, but the record below documents what was studied.
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Kent State University