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    HP:0000729: Autistic behavior

    Developed by Shray Alag, The Harker School
    Sections: Correlations, Clinical Trials, and HPO

    Correlations computed by analyzing all clinical trials.

    Navigate: Clinical Trials and HPO


    Correlated Drug Terms (38)


    Name (Synonyms) Correlation
    drug834 COVID-19 patients Wiki 0.38
    drug4494 Treatment As Usual Wiki 0.27
    drug1165 Cord Tissue Mesenchymal Stromal Cells Wiki 0.27
    Name (Synonyms) Correlation
    drug3373 Present Tense Talk (PTT) Wiki 0.27
    drug4265 TEACCH School Transition to Employment and Postsecondary Education (T-STEP) Wiki 0.27
    drug3677 Responsive training with no video feedback Wiki 0.27
    drug828 COVID-19 e-package: Psychological wellbeing for healthcare workers Wiki 0.27
    drug908 Cannabidivarin Wiki 0.27
    drug3225 Placebo Infusion Wiki 0.27
    drug3169 Physical Activities & Activity Booklets Wiki 0.27
    drug825 COVID-19 convalescent plasma treatment Wiki 0.27
    drug3087 Parents and Infants Engaged Wiki 0.27
    drug4008 Social ABCs Wiki 0.27
    drug147 ASSIST Wiki 0.27
    drug3956 Sham Attention Training Wiki 0.27
    drug827 COVID-19 diagnostic test Wiki 0.27
    drug1244 Daily Monitoring Wiki 0.27
    drug423 Attention Training Program Wiki 0.27
    drug832 COVID-19 infection status Wiki 0.27
    drug822 COVID-19 convalescent hyperimmune plasma Wiki 0.27
    drug821 COVID-19 barrier box Wiki 0.27
    drug820 COVID-19 antibody point of care test kit Wiki 0.27
    drug2856 Non-convalescent fresh frozen plasma (Standard plasma) Wiki 0.27
    drug819 COVID-19 antibodies testing Wiki 0.27
    drug1462 Elaborative Reminiscence (ER) Wiki 0.27
    drug1816 Group Social ABCs Wiki 0.27
    drug1488 Emotional Support Plan Wiki 0.27
    drug1182 Counseling Services Alone Wiki 0.27
    drug30 12-week FMS Intervention Wiki 0.27
    drug3678 Responsive training with video feedback Wiki 0.27
    drug2188 Interview by psychologists Wiki 0.27
    drug3540 RO6953958 Wiki 0.27
    drug833 COVID-19 pandemic Wiki 0.19
    drug817 COVID-19 Therapeutic Biologics - Spike-GM-CSF Protein Lactated Ringer's Injection Wiki 0.19
    drug830 COVID-19 exposure Wiki 0.19
    drug2524 Matched Placebo Wiki 0.19
    drug823 COVID-19 convalescent plasma Wiki 0.12
    drug3195 Placebo Wiki 0.01

    Correlated MeSH Terms (10)


    Name (Synonyms) Correlation
    D000067877 Autism Spectrum Disorder NIH 1.00
    D001321 Autistic Disorder NIH 0.89
    D002659 Child Development Disorders, Pervasive NIH 0.65
    Name (Synonyms) Correlation
    D065886 Neurodevelopmental Disorders NIH 0.38
    D001289 Attention Deficit Disorder with Hyperactivity NIH 0.27
    D004194 Disease NIH 0.21
    D006948 Hyperkinesis NIH 0.19
    D002658 Developmental Disabilities NIH 0.15
    D001523 Mental Disorders NIH 0.05
    D013315 Stress, Psychological NIH 0.05

    Correlated HPO Terms (3)


    Name (Synonyms) Correlation
    HP:0000717 Autism HPO 0.89
    HP:0007018 Attention deficit hyperactivity disorder HPO 0.27
    HP:0002487 Hyperkinetic movements HPO 0.19

    Clinical Trials

    Navigate: Correlations   HPO

    There are 14 clinical trials


    1 Cannabidivarin (CBDV) vs. Placebo in Children With Autism Spectrum Disorder (ASD)

    This trial aims to study the efficacy and safety of cannabidivarin (CBDV) in children with ASD.

    NCT03202303
    Conditions
    1. Autism Spectrum Disorder
    Interventions
    1. Drug: Cannabidivarin
    2. Drug: Matched Placebo
    MeSH:Autistic Disorder Autism Spectrum Disorder Child Development Disorders, Pervasive
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: Change in ABC-I from Baseline to Endpoint

    Measure: Aberrant Behavior Checklist-Irritability Subscale (ABC-I)

    Time: Change in ABC-I from Baseline to Week 12 (Change over 12 weeks)

    Secondary Outcomes

    Description: Change in RBS-R from Baseline to Endpoint

    Measure: Repetitive Behavior Scale-Revised (RBS-R)

    Time: Change in RBS-R from Baseline to Week 12 (Change over 12 weeks)

    Description: Change in ABC-SW from Baseline to Endpoint

    Measure: Aberrant Behavior Checklist-Social Withdrawal Subscale (ABC-SW)

    Time: Change in ABC-SW from Baseline to Week 12 (Change over 12 weeks)

    Description: Change in PedsQL from Baseline to Endpoint

    Measure: Pediatric Quality of Life Inventory (PedsQL) Family Impact Module

    Time: Change in PedsQL from Baseline to Week 12 (Change over 12 weeks)

    Description: Change in Vineland-3 from Baseline to Endpoint

    Measure: Vineland Adaptive Behavior Scale-3 (Vineland 3)

    Time: Change in Vineland-3 from Baseline to Week 12 (Change over 12 weeks)

    Description: Change in CGI-I from Baseline to Endpoint

    Measure: Clinical Global Impressions-Improvement (CGI-I)

    Time: Change in CGI-I from Baseline to Week 12 (Change over 12 weeks)

    Description: The MERS-R is designed to assess three domains of rigid behavior in children and adults with ASD: 1. Behavioral Rigidity (e.g., insistence on sameness, things must be done in his/her way, etc.) 2. Cognitive Rigidity (e.g., special interests, inflexible adherence to rules, etc.) 3. Protest (in response to deviation from rigidity; e.g., verbal objection, tantrum, physical aggression).

    Measure: Montefiore Einstein Rigidity Scale-Revised (MERS-R)

    Time: Change in MERS-R from Baseline to Week 12 (Change over 12 weeks)
    2 Evaluation of Social ABCs With Attention Training Intervention for Toddlers With Autism

    The Social ABCs is an evidence-based, developmentally informed, caregiver-mediated behavioural intervention for toddlers with suspected or confirmed Autism Spectrum Disorder (ASD). It is based on principles of Pivotal Response Treatment (PRT, grounded in Applied Behaviour Analysis), and responsive parenting. The two key targets of this program are functional verbal communication and positive caregiver-child affect sharing. This intervention takes place in the context of play and daily routines, and in all contexts is made to be fun, natural and motivating for the child. In both a pilot study and a recently completed randomized control trial, toddlers whose caregivers received training in the Social ABCs intervention showed significant gains in early language development (both responsivity and initiations), increased child smiling (mediated by parent smiling), and a trend toward increased social orienting (one important manifestation of social attention). Despite the social-communication benefits demonstrated through the Social ABCs, the research team is also motivated to foster the attentional abilities of toddlers with emerging ASD in response to compelling evidence that early attentional control abilities may play a central role in the emergence of ASD. Based on this knowledge, the current study targets not only social-communication challenges and affect sharing (as per the existing Social ABCs intervention), but also attentional control in toddlers with suspected or confirmed ASD. Using a structured, computerized attention-training protocol, this RCT evaluates the impact of supplementing the standard Social ABCs intervention with pre-intervention attentional control training.

    NCT03215394
    Conditions
    1. Autism Spectrum Disorder
    Interventions
    1. Behavioral: Attention Training Program
    2. Behavioral: Social ABCs
    3. Other: Treatment As Usual
    4. Behavioral: Sham Attention Training
    MeSH:Autistic Disorder Autism Spectrum Disorder
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: Reaction time in Gap-Overlap task (milliseconds)

    Measure: Improved Attentional Flexibility

    Time: Week 1 (baseline) and Week 6

    Description: Percentage of correct trials in a computer-based attention task (%)

    Measure: Improved Attentional Control

    Time: Week 1 (baseline) and Week 6

    Description: Percentage of intervals in which child is oriented to caregiver (%)

    Measure: Increased Social Orienting to Parent

    Time: Week 1 (baseline), Week 6, Week 18, and Week 30

    Description: Percentage of intervals in which caregiver and child are smiling together (%)

    Measure: Increased Child Smiling

    Time: Week 1 (baseline), Week 6, Week 18, and Week 30

    Description: Gains in proportion of appropriate child vocal responses, following a caregiver prompt (reported as percentage).

    Measure: Increased Child Responsivity to Parent Prompt

    Time: Week 1 (baseline), Week 6, Week 18, and Week 30

    Secondary Outcomes

    Description: Percentage of intervals during which parents demonstrate appropriate use of the Social ABCs techniques (%)

    Measure: Parent Fidelity of Implementation

    Time: Week 6, Week 18, and Week 30

    Description: Standard score on the Mullen Early Learning Scale (SS)

    Measure: Receptive Language

    Time: Week 0 and Week 30

    Description: Standard score on the Mullen Early Learning Scale (SS)

    Measure: Expressive Language

    Time: Week 0 and Week 30

    Description: Frequency of joint attentions bids on the Mini Early Social Communication (#)Scales

    Measure: Joint Attention

    Time: Week 0 and Week 30
    3 Evaluation of a Novel Intervention for Infants At Risk for Neurodevelopmental Disorders

    This study entails a "proof of concept" evaluation of a novel intervention, Parents and Infants Engaged (PIE), for prodromal infants at-risk for neurodevelopmental disorders (NDs). The objectives of the current study are to examine whether the PIE intervention (a) transforms parent-infant transactions over time as intended, thereby facilitating increases in the time infants spend in joint engagement with their parents, and (b) is associated with improved social-communication functioning and positive changes in indices of autonomic self-regulation in infants at-risk for NDs.

    NCT03388294
    Conditions
    1. Autism Spectrum Disorder
    2. Neurodevelopmental Disorders
    Interventions
    1. Behavioral: Parents and Infants Engaged
    MeSH:Disease Autism Spectrum Disorder Neurodevelopmental Disorders
    HPO:Autistic behavior

    Primary Outcomes

    Description: This system entails continuous coding of infants' attention engagement into one of 6 mutually exclusive states: unengaged, onlooking, object engaged, person-engaged, supported joint engagement, and coordinated joint engagement. Due to the importance of the construct of engagement to our PIE theory of change, the total percent of time in joint engagement (supported + coordinated) will serve as the most proximal intervention outcome (i.e., changes expected at Posttest-1). Recent studies with children with NDs have shown that the coding system is sensitive to change in joint engagement after relatively short interventions.

    Measure: Change in Parent Child Engagement Coding from pretest to posttest 1

    Time: Baseline, posttest 1 (6-8 weeks after pretest)

    Description: This system entails continuous coding of infants' attention engagement into one of 6 mutually exclusive states: unengaged, onlooking, object engaged, person-engaged, supported joint engagement, and coordinated joint engagement. Due to the importance of the construct of engagement to our PIE theory of change, the total percent of time in joint engagement (supported + coordinated) will serve as the most proximal intervention outcome (i.e., changes expected at Posttest-1). Recent studies with children with NDs have shown that the coding system is sensitive to change in joint engagement after relatively short interventions.

    Measure: Change in Parent Child Engagement Coding from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Secondary Outcomes

    Description: The MSEL is a standardized developmental assessment for children birth to 58 months, frequently used in studies of children with NDs, and comprised of 4 scales: Fine Motor, Visual Reception, Receptive Language, and Expressive Language. The investigators will administer only the Receptive and Expressive Language subscales of the MSEL at the second posttest and the first follow up assessment. To be eligible for the intervention portion of the study, children have to score at least 1 s.d. below the mean on either the Receptive or Expressive Language subscale of the MSEL. The investigators will report t scores (Mean = 50, SD = 10)and the standardized total Early Learning Composite (Mean = 100, SD = 15). Higher scores indicate greater developmental skills.

    Measure: Change in Mullen Scales of Early Learning Receptive Language T-Scores from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: The MSEL is a standardized developmental assessment for children birth to 58 months, frequently used in studies of children with NDs, and comprised of 4 scales: Fine Motor, Visual Reception, Receptive Language, and Expressive Language. The investigators will administer only the Receptive and Expressive Language subscales of the MSEL at the second posttest and the first follow up assessment. To be eligible for the intervention portion of the study, children have to score at least 1 s.d. below the mean on either the Receptive or Expressive Language subscale of the MSEL. The investigators will report t scores (Mean = 50, SD = 10)and the standardized total Early Learning Composite (Mean = 100, SD = 15). Higher scores indicate greater developmental skills.

    Measure: Change in Mullen Scales of Early Learning Expressive Language T-scores from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: A play-based assessment used to measure children's approach-avoidance to novel sensory toys (i.e., hyper-reactivity) and orienting responses (i.e., hypo-reactivity) across three sensory modalities (auditory, visual, tactile). The investigators will report a mean score for Hypo (range = 1-5), Hyper (range = 1-5) sensory subscales. Higher scores indicate greater sensory differences in that domain (e.g. a high hypo domain score would indicate more hyposensitive reactions to sensory stimuli seen in the child).

    Measure: Change in Sensory Processing Assessment for Young Children from Pretest to Posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: A treatment response measure of social communication behaviors and other behaviors associated with autism spectrum disorder (ASD). Administration of the BOSCC involves a 12-minute video recorded interaction between an examiner and a young child using two standard sets of toys and play with bubbles. Behaviors are coded from video. Total score range is 16-80. Higher scores indicate more typical social communication skills, lower scores indicate poorer skills.

    Measure: Change in The Behavioral Observation of Social Communication Change (BOSCC) from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: Designed to measure the extent to which children will follow attentional cues of the examiner. Six prompts for attention following are embedded into the larger study protocol. Items are scored dichotomously as yes "1" or no "0".Total score range is 0-6. Higher scores indicate more typical responses to bids for joint attention.

    Measure: Change in The Attention Following Protocol (AF Protocol) from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: A parent report measure of children's expressive communication skills, such as vocabulary and pre-grammar abilities. The Words and Gestures (toddler) form will be used. Total words and gestures endorsed by parents will be reported. Greater words and gestures reported indicates larger expressive vocabulary.

    Measure: Baseline expressive communication level: The MacArthur-Bates Communicative Development Inventory

    Time: Baseline

    Description: A 43 item parent questionnaire that asks about the child's responses to various sensory stimuli in the context of functional activities and daily routines in the child's environment. It also documents strategies parents use to respond to their child's behaviors. Hyper and Hypo mean domain scores will be reported (range = 1-5). Greater domain scores indicate a greater presence of that type of sensory response.

    Measure: Change in The Sensory Experiences Questionnaire version 2.1 from pretest to posttest 1

    Time: Baseline, posttest 1 (6-8 weeks after pretest)

    Description: A 43 item parent questionnaire that asks about the child's responses to various sensory stimuli in the context of functional activities and daily routines in the child's environment. It also documents strategies parents use to respond to their child's behaviors. Hyper and Hypo mean domain scores will be reported (range = 1-5). Greater domain scores indicate a greater presence of that type of sensory response.

    Measure: Change in The Sensory Experiences Questionnaire version 2.1 from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: The Parental Stress Scale is a brief, 18-item scale designed to assess parent stress in nonclinical or clinical populations. It has acceptable levels of internal consistency (coefficient α = .83) and test-retest reliability (r = .81 over 6 weeks). It has good concurrent validity with the widely used Parent StressIndex (r =.75), which is a longer, more intrusive measure. A total score will be reported (range = 18-90).

    Measure: Baseline level of parent stress: Parental Stress Scale

    Time: Baseline

    Description: RSA levels will be collected using a standard protocol while the child is seated in a high chair exposed to social and non-social stimuli.

    Measure: Change in Respiratory sinus arrhythmia from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: Skin conductance levels will be collected using a standard protocol while the child is seated in a high chair exposed to social and non-social stimuli.

    Measure: Change in skin conductance levels from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: Parent-child interaction videos will be coded for parent responsiveness to child prelinguistic communication cues. These are each rated on a 0-7 scale. Higher scores indicate greater responsivity from parents.

    Measure: Change in Parent Responsiveness to Child Prelinguistic Communication Cues from pretest to posttest 1

    Time: Baseline, posttest 1 (6-8 weeks after pretest)

    Description: Parent-child interaction videos will be coded for parent responsiveness to child prelinguistic communication cues. These are each rated on a 0-7 scale. Higher scores indicate greater responsivity from parents.

    Measure: Change in Parent Responsiveness to Child Prelinguistic Communication Cues from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)

    Description: Parent-child interaction videos will be coded for parent responsiveness to child sensory reactivity cues. These are each rated on a 0-7 scale. Higher scores indicate greater responsivity from parents.

    Measure: Change in Parent Responsiveness to Child Sensory Reactivity Cues from pretest to posttest 1

    Time: Baseline, posttest 1 (6-8 weeks after pretest)

    Description: Parent-child interaction videos will be coded for parent responsiveness to child sensory reactivity cues. These are each rated on a 0-7 scale. Higher scores indicate greater responsivity from parents.

    Measure: Change in Parent Responsiveness to Child Sensory Reactivity Cues from pretest to posttest 2

    Time: Baseline, posttest 2 (13-16 weeks after pretest)
    4 Group Social ABCs: Early Intervention for Toddlers With Suspected ASD

    The Social ABCs is an evidence-based, developmentally informed, caregiver-mediated behavioural intervention for toddlers with suspected or confirmed Autism Spectrum Disorder (ASD). It is based on principles of Pivotal Response Treatment (PRT, grounded in Applied Behavioural Analysis), and responsive parenting. The two key targets of this program are functional verbal communication and positive caregiver-child affect sharing. This intervention takes place in the context of play and daily routines, and in all contexts is made to be fun. In both a pilot study and a recently completed randomized control trial, toddlers whose caregivers received training in the Social ABCs intervention showed significant gains in early language development (both responsivity and initiations), increased child smiling (mediated by parent smiling), and a trend toward increased social orienting (one important manifestation of social attention). In an effort to make the Social ABCs more feasible for community service providers to provide this intervention to higher number families, an abbreviated version of the Social ABCs intervention is being offered in a mixed group/individual format in a clinic setting. The primary goal of this pilot project is to assess feasibility of this abbreviated program in the novel format and setting. The secondary goal is to train clinical service providers to facilitate this intervention, thus introducing the program into community practice.

    NCT03499262
    Conditions
    1. Autism Spectrum Disorder
    2. Autism
    Interventions
    1. Behavioral: Group Social ABCs
    MeSH:Autistic Disorder Autism Spectrum Disorder
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: Change in proportion of appropriate child vocal responses following a caregiver prompt in 10-minute video observation

    Measure: Vocal Responsivity

    Time: Baseline, Week 6

    Secondary Outcomes

    Description: Change in rate of appropriate child-initiated vocalizations (Initiations); number per minute

    Measure: Vocal Initiations

    Time: Baseline, Week 6

    Description: Change in percentage of intervals with instances of social orienting (child looking at parent) per 10-minute video observation

    Measure: Social Orienting

    Time: Baseline, Week 6

    Description: Change in percent of correct strategy implementation by parents (Fidelity) per 10-minute video observation

    Measure: Caregiver Fidelity of Implementation

    Time: Baseline, Week 6
    5 A Phase II Study of hCT-MSC, an Umbilical Cord-Derived Mesenchymal Stromal Cell Product, in Children With Autism Spectrum Disorder

    The purpose of this Phase II study is to determine the efficacy of human umbilical cord tissue-derived mesenchymal stromal cells (hCT-MSC) for improving social communication abilities in children with autism spectrum disorder (ASD).

    NCT04089579
    Conditions
    1. Autism
    2. Autism Spectrum Disorder
    Interventions
    1. Biological: Cord Tissue Mesenchymal Stromal Cells
    2. Other: Placebo Infusion
    MeSH:Disease Autistic Disorder Autism Spectrum Disorder Child Development Disorders, Pervasive
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: The primary outcome measure is the mean of the change on the Socialization and Communication Subscale Standard Scores on the Vineland Adaptive Behavior Scales (VABS-3). The primary endpoint is the change on this outcome measure from baseline to six months.

    Measure: Change on the Socialization and Communication Subscale Standard Scores on the Vineland Behavior Scales

    Time: Baseline, 6 months

    Secondary Outcomes

    Description: Change in VABS-3 (Vineland Adaptive Behavior Scales) Socialization Standard Score

    Measure: Change in VABS-3 Socialization Standard Score

    Time: Baseline, 6 months

    Description: Change in VABS-3 (Vineland Adaptive Behavior Scales) Communication Standard Score

    Measure: Change in VABS-3 Communication Standard Score

    Time: Baseline, 6 months

    Description: Clinical Global Impression- Severity Scale

    Measure: Change in CGI-Severity score

    Time: Baseline, 6 months

    Description: Clinical Global Impression- Impression

    Measure: CGI-Intervention score

    Time: Baseline, 6 months

    Description: Pediatric Quality of Life Scale, raw scale range of 0-2300 with higher scores indicating a higher quality of life (better outcome)

    Measure: Change in the Pediatric Quality of Life Scale

    Time: Baseline, 6 months

    Other Outcomes

    Description: Assess for infusion reactions

    Measure: Incidence and severity of infusion reactions

    Time: Baseline, 6 months

    Description: Assess for infections directly related to the study product infusions

    Measure: Incidence and severity of product-related infections

    Time: Baseline, 6 months

    Description: Assess for anti-HLA antibodies

    Measure: Evidence of formation of anti-HLA antibodies

    Time: Baseline, 6 months, 12 months

    Description: Assess for signs and symptoms of graft versus host disease

    Measure: Incidence and severity of graft versus host disease

    Time: 6 months, 12 months

    Description: Assess for study related and unexpected adverse events

    Measure: Incidence and severity of unexpected adverse events related to the study product

    Time: Baseline, 6 months, 12 months
    6 Project ASSIST: Advocating for Supports to Improve Service Transitions

    This is a randomized intervention study to test and develop the national curriculum of a parent intervention training targeting parent's ability for advocate for services to improve the transition to adulthood for their youth with autism spectrum disorder (ASD). UPDATE regarding COVID-19: The current intervention has been paused until it is safe to meet as a group again. We are still recruiting participants for cohort 2 (in TN and IL) and Cohort 1 and 2 (in WI), as the plan is to resume the intervention as soon as the situation allows and to keep the future scheduled interventions happening in the Fall of 2020, Fall of 2021 and Winter of 2022. For the baseline data collection visit, we have moved to remote data collection for all measures except the psychological testing with the youth - meaning that families will be able to partially complete baseline data via teleconference and/or phone calls and online surveys. In-person visits to complete the psychological testing with the youth will be scheduled in the future when it is safe to meet face to face.

    NCT04173663
    Conditions
    1. Autism Spectrum Disorder
    2. Autism
    Interventions
    1. Behavioral: ASSIST
    MeSH:Autistic Disorder Autism Spectrum Disorder
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: Examine whether ASSIST participation increases the intervention target of parental knowledge about adult service systems. A questionnaire created by the researchers (based on a measure developed to evaluate the VAP-T, Burke, Goldman, Hart, & Hodapp, 2016) will be used to measure parental knowledge about adult services. The questionnaire consists of 22 multiple-choice questions asking for factual information about adult disability services and the adult disability service system. The total score can range from 0 to 22. Higher scores indicate greater knowledge of the adult disability service system.

    Measure: Change in Parental Knowledge about adult services questionnaire

    Time: Baseline to initial follow-up (3 months after the intervention starts)

    Description: Examine whether ASSIST participation increases the intervention target of parental empowerment measured using the Family Empowerment Scale (FES; Koren, DeChillo, & Friesen, 1992). The 34-item questionnaire measures the extent to which parents feel empowered across three dimensions: family, the service system; and the larger community and political environment. Items are rated on a 5-point Likert Scale from 1= not at all true to 5 = very true. The total score can range from 34 to 170, with higher scores indicating greater empowerment.

    Measure: Change in Parental Empowerment Scale

    Time: Baseline to initial follow-up (3 months after the intervention starts)

    Description: Examine whether ASSIST participation increases the intervention target of parent advocacy skills measured by the Advocacy Skills and Comfort Scale (ASC; Burke, Goldman, Hart, & Hodapp, 2016). The 10-item measure assesses the degree to which parents feel comfortable and skilled in advocating for their offspring with ASD. Response options range from 1 = not at all to 5 = excellent. The total score can range from 10 to 50, with higher scores indicating more skills/comfort in advocating for their offspring.

    Measure: Change in Advocacy Skills and Comfort Scale

    Time: Baseline to initial follow-up (3 months after the intervention starts)

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family applied for.

    Measure: Change in Access to Services interview: Number of services the family applied for

    Time: Baseline to 12-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family is receiving.

    Measure: Change in Access to Services interview: Number of services the family is receiving

    Time: Baseline to 12-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of barriers to services that the family is experiencing / experienced.

    Measure: Change in Access to Services interview: Barriers to services

    Time: Baseline to 12-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in social participation for youth with ASD. Questions developed to measure social participation (Taylor, Adams, & Bishop, 2016) will be used to measure the social participation achievements of the youth participants before and after ASSIST per parent-report. This measure consists of 10 items with a 5-point Likert scale ranging from 0 = Less than yearly or never to 4 = Several times a week. The total score can range from 0 to 40, with higher scores indicating greater social participation for the youth with ASD.

    Measure: Social Participation Youth Outcomes

    Time: 12-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended 12 months after the intervention. The Vocational Index will be administered via structured interview.

    Measure: Post-Secondary Youth Outcomes

    Time: 12-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parent advocacy activities, measured using the Advocacy Activities measure (Taylor, Hodapp, Burke, Waitz-Kudla, & Rabideau, 2017).The 16-item instrument measures how frequently parents spend time in advocacy activities for the son/daughter with ASD. The response options range from 1 = not at all to 4 = very often. The total score can range from 16 to 64, with higher scores indicating greater parent participation in advocacy activities.

    Measure: Change in Advocacy Activities Scale

    Time: Baseline to 12-month post-intervention

    Secondary Outcomes

    Description: Examine whether ASSIST participation increases the intervention target of parental knowledge about adult service systems. A questionnaire created by the researchers (based on a measure developed to evaluate the VAP-T, Burke, Goldman, Hart, & Hodapp, 2016) will be used to measure parental knowledge about adult services. The questionnaire consists of 22 multiple-choice questions asking for factual information about adult disability services and the adult disability service system. The total score can range from 0 to 22. Higher scores indicate greater knowledge of the adult disability service system.

    Measure: Change in Parental Knowledge about adult services questionnaire

    Time: Baseline to 12-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parental knowledge about adult service systems. A questionnaire created by the researchers (based on a measure developed to evaluate the VAP-T, Burke, Goldman, Hart, & Hodapp, 2016) will be used to measure parental knowledge about adult services. The questionnaire consists of 22 multiple-choice questions asking for factual information about adult disability services and the adult disability service system. The total score can range from 0 to 22. Higher scores indicate greater knowledge of the adult disability service system.

    Measure: Change in Parental Knowledge about adult services questionnaire

    Time: Baseline to 18-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parental empowerment measured using the Family Empowerment Scale (FES; Koren, DeChillo, & Friesen, 1992). The 34-item questionnaire measures the extent to which parents feel empowered across three dimensions: family, the service system; and the larger community and political environment. Items are rated on a 5-point Likert Scale from 1= not at all true to 5 = very true. The total score can range from 34 to 170, with higher scores indicating greater empowerment.

    Measure: Change in Parental Empowerment Scale

    Time: Baseline to 12-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parental empowerment measured using the Family Empowerment Scale (FES; Koren, DeChillo, & Friesen, 1992). The 34-item questionnaire measures the extent to which parents feel empowered across three dimensions: family, the service system; and the larger community and political environment. Items are rated on a 5-point Likert Scale from 1= not at all true to 5 = very true. The total score can range from 34 to 170, with higher scores indicating greater empowerment.

    Measure: Change in Parental Empowerment Scale

    Time: Baseline to 18-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parent advocacy skills measured by the Advocacy Skills and Comfort Scale (ASC; Burke, Goldman, Hart, & Hodapp, 2016). The 10-item measure assesses the degree to which parents feel comfortable and skilled in advocating for their offspring with ASD. Response options range from 1 = not at all to 5 = excellent. The total score can range from 10 to 50, with higher scores indicating more skills/comfort in advocating for their offspring.

    Measure: Change in Advocacy Skills and Comfort Scale

    Time: Baseline to 12-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parent advocacy skills measured by the Advocacy Skills and Comfort Scale (ASC; Burke, Goldman, Hart, & Hodapp, 2016). The 10-item measure assesses the degree to which parents feel comfortable and skilled in advocating for their offspring with ASD. Response options range from 1 = not at all to 5 = excellent. The total score can range from 10 to 50, with higher scores indicating more skills/comfort in advocating for their offspring.

    Measure: Change in Advocacy Skills and Comfort Scale

    Time: Baseline to 18-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family applied for.

    Measure: Change in Access to Services interview: Number of services the family applied for

    Time: Baseline to 6-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family applied for.

    Measure: Change in Access to Services interview: Number of services the family applied for

    Time: Baseline to 24-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family applied for.

    Measure: Change in Access to Services interview: Number of services the family applied for

    Time: Baseline to 30-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family is receiving.

    Measure: Change in Access to Services interview: Number of services the family is receiving

    Time: Baseline to 6-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family is receiving.

    Measure: Change in Access to Services interview: Number of services the family is receiving

    Time: Baseline to 24-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of services that the family is receiving.

    Measure: Change in Access to Services interview: Number of services the family is receiving

    Time: Baseline to 30-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of barriers to services that the family is experiencing / experienced.

    Measure: Change in Access to Services interview: Barriers to services

    Time: Baseline to 6-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of barriers to services that the family is experiencing / experienced.

    Measure: Change in Access to Services interview: Barriers to services

    Time: Baseline to 24-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase access to services for youth with ASD transitioning from high school to adulthood. Using questions developed for the National Longitudinal Transition Study-2 (NLTS-2; Sanford et al., 2011), the investigators will collect data (via a semi-structured interview) on total number of barriers to services that the family is experiencing / experienced.

    Measure: Change in Access to Services interview: Barriers to services

    Time: Baseline to 30-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in social participation for youth with ASD. Questions developed to measure social participation (Taylor, Adams, & Bishop, 2016) will be used to measure the social participation achievements of the youth participants before and after ASSIST per parent-report. This measure consists of 10 items with a 5-point Likert scale ranging from 0 = Less than yearly or never to 4 = Several times a week. The total score can range from 0 to 40, with higher scores indicating greater social participation for the youth with ASD.

    Measure: Social Participation Youth Outcomes

    Time: Baseline

    Description: Test whether parent participation in the ASSIST intervention leads to increase in social participation for youth with ASD. Questions developed to measure social participation (Taylor, Adams, & Bishop, 2016) will be used to measure the social participation achievements of the youth participants before and after ASSIST per parent-report. This measure consists of 10 items with a 5-point Likert scale ranging from 0 = Less than yearly or never to 4 = Several times a week. The total score can range from 0 to 40, with higher scores indicating greater social participation for the youth with ASD.

    Measure: Social Participation Youth Outcomes

    Time: 30-month post-intervention

    Description: The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending. The Vocational Index will be administered via structured interview.

    Measure: Post-Secondary Youth Outcomes

    Time: Baseline

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended 6 months after the intervention. The Vocational Index will be administered via structured interview.

    Measure: Post-Secondary Youth Outcomes

    Time: 6-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended 24 months after the intervention. The Vocational Index will be administered via structured interview.

    Measure: Post-Secondary Youth Outcomes

    Time: 24-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended 30 months after the intervention. The Vocational Index will be administered via structured interview.

    Measure: Post-Secondary Youth Outcomes

    Time: 30-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in employment stability for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment that youth with ASD had before the intervention. The investigators will collect total number of jobs/positions that youth had. The Vocational Index will be administered via structured interview

    Measure: Post-Secondary Youth Outcomes: Employment stability

    Time: Baseline

    Description: Test whether parent participation in the ASSIST intervention leads to increase in employment stability for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment that youth with ASD had before the intervention. The investigators will collect total number of jobs/positions that youth had. The Vocational Index will be administered via structured interview

    Measure: Post-Secondary Youth Outcomes: Employment stability

    Time: 6-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in employment stability for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment that youth with ASD had before the intervention. The investigators will collect total number of jobs/positions that youth had. The Vocational Index will be administered via structured interview

    Measure: Post-Secondary Youth Outcomes: Employment stability

    Time: 24-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in employment stability for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment that youth with ASD had before the intervention. The investigators will collect total number of jobs/positions that youth had. The Vocational Index will be administered via structured interview

    Measure: Post-Secondary Youth Outcomes: Employment stability

    Time: 30-month post-intervention

    Description: The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended before ASSIST. The investigators will collect total number of hours per week spent in these activities.

    Measure: Post-Secondary Youth Outcomes: Hours spent in activity

    Time: Baseline

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended before and after ASSIST. Additionally, the investigators will collect total number of hours per week spent in these activities.

    Measure: Post-Secondary Youth Outcomes: Hours spent in activity

    Time: 6-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended before and after ASSIST. Additionally, the investigators will collect total number of hours per week spent in these activities.

    Measure: Post-Secondary Youth Outcomes: Hours spent in activity

    Time: 12-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended before and after ASSIST. Additionally, the investigators will collect total number of hours per week spent in these activities.

    Measure: Post-Secondary Youth Outcomes: Hours spent in activity

    Time: 24-month post-intervention

    Description: Test whether parent participation in the ASSIST intervention leads to increase in post-secondary vocational and educational participation for youth with ASD. The Vocational Index (Taylor & Seltzer, 2012) will be used to gather information on employment and post-secondary educational programs that youth with ASD are attending / attended before and after ASSIST. Additionally, the investigators will collect total number of hours per week spent in these activities.

    Measure: Post-Secondary Youth Outcomes: Hours spent in activity

    Time: 30-month post-intervention

    Description: Examine whether ASSIST participation increases the intervention target of parent advocacy activities, measured using the Advocacy Activities measure (Taylor, Hodapp, Burke, Waitz-Kudla, & Rabideau, 2017).The 16-item instrument measures how frequently parents spend time in advocacy activities for the son/daughter with ASD. The response options range from 1 = not at all to 4 = very often. The total score can range from 16 to 64, with higher scores indicating greater parent participation in advocacy activities.

    Measure: Change in Advocacy Activities Scale

    Time: Baseline to 30-month post-intervention
    7 Clinical Evolution and Parenting in Children and Adolescents With Autism Spectrum Disorder or Attention Deficit Hyperactivity Disorder Quarantined Because of Covid-19 Outbreak

    In response to the coronavirus disease 2019 (covid-19) outbreak, the home confinement of the population ordered by governments in many countries raise questions about its impact on individuals' physical and mental health in the short and longer term. In children, reduced physical activity, changes in lifestyle, disturbances in sleep patterns, lack of in-person contact with peers, poor or inadequate understanding of health risks may be risk factors of anxiety, stress, fatigue, sleep disorders (Brooks et al, 2020; Wang et al, 2020; Sprang et al, 2013). These problematic effects could be modulated by social factors (housing in urban or rural areas, availability of personal space at home, parenting stress, etc.) (Cluver et al, 2020; Liu et al, 2020).

    NCT04416360
    Conditions
    1. Autism Spectrum Disorder
    2. Attention-deficit Hyperactivity Disorder
    Interventions
    1. Other: Interview by psychologists
    MeSH:Hyperkinesis Disease Autistic Disorder Attention Deficit Disorder with Hyperactivity Autism Spectrum Disorder Child Development Disorders, Pervasive
    HPO:Attention deficit hyperactivity disorder Autism Autistic behavior Hyperactivity Hyperkinetic movements

    Primary Outcomes

    Description: composition, home confinement, change in the environment, personal room at home, screens with internet access, parents' current professional status, teleworking, care, family concerns related to Covid-19, parenting stress, schooling, recurrent complaints.

    Measure: Interview of the parents : contextual data

    Time: Baseline

    Description: related to education; related to daily family life; related to leisure, related to care (children/adolescents, parents)

    Measure: Interview of the children/adolescents/ parents : Experience of the confinement in general

    Time: Baseline

    Description: related to education; related to daily family life; related to leisure, related to care (children/adolescents, parents)

    Measure: Interview of the children/adolescents/ parents : Experience of the confinement in general

    Time: 1 month

    Description: related to education; related to daily family life; related to leisure, related to care (children/adolescents, parents)

    Measure: Interview of the children/adolescents/ parents : Experience of the confinement in general

    Time: 3 months

    Description: Data relating to disease and management of care. Experience of the referring caregiver.

    Measure: Interview of the referring caregiver : data relating to disease and management of care

    Time: 3 months
    8 Brain Imaging and Infant Development

    The aims of the BIBS Study The Brain Imaging in Babies study (BIBS) aims to improve understanding of how a baby's brain develops from before birth, up until 3-4 years of age. Working with children from a variety of backgrounds and communities, the investigators use a combination of state-of-the-art diagnostic tools such as MRI scans alongside traditional behavioural assessments to capture the earliest information on infant brain development. The focus of the BIBS study MRI scanning is a safe way of producing detailed images using strong magnetic fields and radio waves. It does not use X-ray. Along with learning more about brain development in general, the investigators also try to identify features that may in future help predict whether a child will or will not develop traits of conditions such as Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD). Long-term, this may help target useful interventions early on, helping children who are most in need. Since COVID-19 arrived in the United Kingdom (U.K.) in 2020, the investigators have been given ethical approval to include testing for this infection in the mothers and children participating in the study. This may provide an opportunity to better understand how mother and baby respond to infections. The investigators particularly welcome mothers who have had a positive COVID-19 test during their pregnancy to join the study.

    NCT04443179
    Conditions
    1. Autism Spectrum Disorder
    2. Attention Deficit Hyperactivity Disorder
    3. Neurodevelopmental Conditions
    4. COVID-19
    MeSH:Disease Attention Deficit Disorder with Hyperactivity Autism Spectrum Disorder
    HPO:Attention deficit hyperactivity disorder Autistic behavior

    Primary Outcomes

    Measure: Neurodevelopmental Outcomes

    Time: 3-4 years of age
    9 ASD (Autism Spectrum Disorder) Telehealth for Distress Related to COVID-19 (Coronavirus Disease)

    The purpose of this study is to evaluate the feasibility, acceptability and effectiveness of a brief, telehealth intervention (the Emotional Support Plan), intended to support autistic adults to cope with their negative emotions during and/or after the COVID-19 pandemic. The first objective is to develop and refine a brief telehealth-delivered treatment, the Emotional Support Plan (ESP), to help promote adults to cope during periods of acute distress, such as those experienced during the COVID-19 pandemic. The second objective is to assess the feasibility and effectiveness of the ESP to support autistic adults to implement emotion regulation strategies during periods of acute distress. The last objective is to yield preliminary data to apply for extramural grants to validate these methods to monitor and support mental health of autistic adults during key transitions (e.g., starting college).

    NCT04460677
    Conditions
    1. Psychological Distress
    2. Stress, Psychological
    3. Autism Spectrum Disorder
    Interventions
    1. Behavioral: Emotional Support Plan
    2. Behavioral: Daily Monitoring
    MeSH:Autistic Disorder Autism Spectrum D Autism Spectrum Disorder Child Development Disorders, Pervasive Stress, Psychological
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: The PHQ-9, assessed weekly, is a 9-item questionnaire of psychological function over the past week with all items on a "0" (not at all) to "3" (nearly every day) scale. Higher scores equal more distress.

    Measure: Decreased distress on Patient Health Questionnaire (PHQ-9)

    Time: 8 week study period

    Description: EMA (Ecological Momentary Assessment) reports of decreased distress (in ESP + daily monitoring group only). Higher scores on the item equal higher levels of distress.

    Measure: Decreased distress on EMA reports

    Time: 8 week study period

    Description: The GAD-7, assessed weekly, is a 7-item questionnaire of anxiety symptoms over the past week with all items on a "0" (not at all) to "3" (nearly every day) scale. Higher scores equal more anxiety.

    Measure: Decreased anxiety symptoms on the Generalized Anxiety Disorder Questionnaire (GAD-7)

    Time: 8 week study period

    Secondary Outcomes

    Description: The ASR is a measure of adaptive functioning and psychopathology (e.g., anxiety, depression symptoms). Most of the items are on a 3 point scale including: (0) Not true, (1) Somewhat or sometimes true, and (2) Very often or often true.

    Measure: Adult Self Report (ASR)

    Time: 8 week study period
    10 A Randomized, Investigator- /Subject-blind, Single- and Multiple-ascending Dose, Placebo-controlled Study to Investigate Safety, Tolerability, Pharmacokinetics, Pharmacodynamics and Food Effect of RO6953958 Following Oral Administration in Healthy Male Participants

    This study will evaulate the safety, tolerability, pharmacokinetics (PK) and pharmacodynamics (PD) of single- and multiple-ascending doses (SAD and MAD) and food effect (FE) of RO6953958 following oral administration in healthy male participants.

    NCT04475848
    Conditions
    1. Autistic Disorder
    2. Autism Spectrum Disorder
    3. Child Development Disorders, Pervasive
    4. Mental Disorders
    5. Neurodevelopmental Disorders
    Interventions
    1. Drug: RO6953958
    2. Drug: Placebo
    MeSH:Disease Autism Spectrum Disorder Child Development Disorders, Pervasive Mental Disorders Autistic Disorder Neurodevelopmental Disorders Developmental Disabilities
    HPO:Autism Autistic behavior

    Primary Outcomes

    Measure: Percentage of Participants with Adverse Events in Part 1

    Time: From randomization up to 7 weeks (or up to 14 weeks if the participant is part of the food effect cohort)

    Measure: Percentage of Participants with Adverse Events in Part 2

    Time: From randomization up to 8 weeks

    Measure: Part 2: Change in suicide risk assessed using the Columbia Suicide Severity Rating Scale (C-SSRS)

    Time: From randomization up to 8 weeks

    Secondary Outcomes

    Measure: Part 1: Maximum Observed Plasma Concentration (Cmax) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1

    Measure: Part 1: Time to Reach Maximum Observed Plasma Concentration (Tmax) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1

    Measure: Part 1: Last Quantifiable Concentration (Clast) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Time To the Last Quantifiable Concentration (Tlast) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Terminal Elimination Phase Half-Life (T1/2) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Area Under the Concentration-Time Curve from Time 0 to 12 hours (AUC(0-12h)) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Area Under the Concentration-Time Curve From Time 0 to the Time of the Last Quantifiable Concentration (AUClast) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Area Under the Concentration-Time Curve from Time Extrapolated to Infinity (AUC (0-inf)) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Apparent Clearance (CL/F) of RO6953958 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Apparent Volume of Distribution (V/F) of RO6953958 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Cumulative Amount of Unchanged Drug Excreted into the Urine (Ae) of RO6953958 and its Metabolites RO7021594 and RO7045755 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Fraction of the Administered Drug Excreted into the Urine (Fe) of RO6953958 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Part 1: Renal Clearance of the Drug from Urine (CLR) of RO6953958 in Fasted and Fed state

    Time: Day 1 to Day 5

    Measure: Parts 2: Cmax of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 and Day 10

    Measure: Parts 2: Molecular Weight Adjusted Metabolite-to-Parent Ratio for Cmax of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 and Day 10

    Measure: Parts 2: Average Plasma Concentration (Cavg) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: Tmax of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 and Day 10

    Measure: Part 2: Area Under the Concentration-Time Curve (AUC(0-t)) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: Molecular Weight Adjusted Metabolite-to-Parent Ratio for Area Under the Concentration-Time Curve (AUC(0-t)) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: T1/2 of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: CL/F of RO6953958

    Time: Day 1 to Day 14

    Measure: Part 2: V/F of RO6953958

    Time: Day 1 to Day 14

    Measure: Part 2: Ae of RO6953958

    Time: Day 1 to Day 14

    Measure: Part 2: Fe of RO6953958

    Time: Day 1 to Day 14

    Measure: Part 2: CLR of RO6953958

    Time: Day 1 to Day 14

    Measure: Part 2: Trough Plasma Concentration (Ctrough) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: Accumulation Ratio based on AUC (Rauc) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: Accumulation Ratio Based on Cmax (RCmax) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14

    Measure: Part 2: Accumulation Ratio based on Ctrough (RCtrough) of RO6953958 and its Metabolites RO7021594 and RO7045755

    Time: Day 1 to Day 14
    11 Parent Language Intervention for Autism

    As a result of the COVID-19 pandemic, telecoaching/telepractice models are of urgent importance. Given this, parents in the study will receive parent coaching through weekly video calls. To help us understand the best types of telecoaching, we will offer all participants responsive coaching, with half of the participants receiving an additional opportunity to reflect on their own use of language strategies with a therapist using video feedback and the other half receiving responsive coaching as usual, without video feedback. This information is important in helping us to understand the best way to coach parents using a telepractice model so that parents implement the intervention at high fidelity. Furthermore, we will aim to understand how parent learning style may also influence the implementation of these strategies.

    NCT04501588
    Conditions
    1. Autism Spectrum Disorder
    2. Autism
    Interventions
    1. Behavioral: Responsive training with no video feedback
    2. Behavioral: Responsive training with video feedback
    MeSH:Autistic Disorder Autism Spectrum Disorder
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: Mother use of intervention strategies will be measured by transcribing and coding mother behaviors during 12-minute parent-child interactions, using a standard set of toys. The primary dependent variable will be the amount of correct strategy used expressed as a percentage correct. This is the percentage of child communication to which the adult responds correctly (i.e., contingently and within 5 seconds).

    Measure: Parent Use of Language Support Strategies (Mother-child interaction)

    Time: Two months after the start of the study

    Secondary Outcomes

    Description: Parent report of child's expressive vocabulary and prelinguistic communication skills

    Measure: MacArthur-Bates Communicative Development Inventory (MCDI) (Child)

    Time: Two months after the start of the study
    12 Developing and Evaluating a Parent-child Intervention for Intellectually Able Children With Autism Spectrum Disorders: A Feasibility Study

    This study will investigate the acceptability and preliminary effectiveness of training parents to use a structured communication intervention that is aimed towards helping children with autism spectrum disorder (ASD). This intervention has demonstrated benefits for non-autistic children in known areas of difficulty found with autistic individuals. There are currently few evidence-based interventions for school-aged children with ASD who have no other language or intellectual disabilities and are educated in mainstream schools. We will evaluate the benefits of training parents to use a freely available communication technique designed to tackle underlying psychological processes crucial to later development.

    NCT04574206
    Conditions
    1. Autism Spectrum Disorder
    Interventions
    1. Behavioral: Elaborative Reminiscence (ER)
    2. Behavioral: Present Tense Talk (PTT)
    MeSH:Autistic Disorder Autism Spectrum Disorder
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: The number of participants who dropped out of the trial as a percentage of the total number recruited.

    Measure: Trial recruitment feasibility

    Time: 20 weeks post-trial

    Description: Percentage of participants who demonstrate 70% or more of intervention behaviours during the training roleplay assessment.

    Measure: Feasibility of training procedures

    Time: Baseline

    Description: Change to caregiver reminiscing style ratio following training

    Measure: Training enactment

    Time: Change from baseline to 20 weeks post-trial

    Description: The actual number of intervention behaviours caregivers demonstrate during conversations at post-trial.

    Measure: Implementation fidelity (actual dosage)

    Time: 20 weeks post-trial

    Description: The mean number of intervention minutes delivered by caregivers

    Measure: Implementation fidelity (frequency of intervention delivery)

    Time: 20 weeks post-trial

    Description: A qualitative analysis (guided by the Theoretical Framework of Acceptability) of post-trial caregiver interviews to determine caregiver acceptability of the ER intervention.

    Measure: Intervention acceptability

    Time: 20 weeks post-trial

    Secondary Outcomes

    Description: Change to child scores on the California Verbal Learning Test for Children (CVLT-C)

    Measure: Memory test

    Time: Change from baseline to 20 weeks post-trial

    Description: Number of child memory elaborations during parent-child conversations

    Measure: Memory elaborations

    Time: Change from baseline to 20 weeks post-trial

    Description: Change to child scores on the Theory of Mind Battery

    Measure: Mental state understanding

    Time: Change from baseline to 20 weeks post-trial

    Description: Change to child scores on the Self-Description Questionnaire

    Measure: Self-concept

    Time: Change from baseline to 20 weeks post-trial
    13 Examining the Efficacy of the TEACCH School Transition to Employment and Post-Secondary Education Program

    The objective of this study is to evaluate the TEACCH School Transition to Employment and Post-Secondary Education (T-STEP) Program. Through randomized assignment young adults (18-21 year-old) with ASD will participate in the full T-STEP Program or a counseling only condition. Effectiveness will be assessed by caregiver report (social communication, executive function, employment readiness), self-report (self-determination, coping, depression), and behavioral observation (i.e., a mock employment experience). The long-term impact of this intervention is to promote a more positive quality of life for young adults with high functioning ASD including increased postsecondary education completion, employment, self-determination, and decreased difficulties with coping and depression.

    NCT04612231
    Conditions
    1. Autism Spectrum Disorder
    Interventions
    1. Behavioral: TEACCH School Transition to Employment and Postsecondary Education (T-STEP)
    2. Behavioral: Counseling Services Alone
    MeSH:Autism Spectrum Disorder
    HPO:Autistic behavior

    Primary Outcomes

    Description: The BWAP is a 63-item informant report measure completed by the caregiver that evaluates skills important for job readiness and work performance across four domains: Work Habits/Attitudes, Interpersonal Relations, Cognitive Skills, and Work Performance Skills. T-Scores (27-73) for each domain will be calculated. A lower T-Score indicates more impairment on the given domain.

    Measure: Change in Becker Work Adjustment Profile-2 (BWAP) Scores from Baseline to Post-Intervention

    Time: Baseline, post-intervention (within 4 weeks of completing the 12-week intervention)

    Description: The BRIEF-A is a 75-item informant report questionnaire that assesses a variety of behavioral manifestations of executive function (e.g., Inhibit, Self-Monitor, Plan/Organize, Shift, Initiate, Task Monitor, Emotional Control, Working Memory, and Organization of Materials) as well as a composite score of executive function. The informant report will be completed by the caregiver. T-Scores of subscales (Inhibit 39-88; Shift 38-84; Emotional Control 39-77; Self-Monitor 37-79; Initiate 36-83; Working Memory 39-90; Plan/Organize 38-83; Task Monitor 38-84; Organization of materials 37-75), Index scores (e.g., Behavioral Regulation 36-85; Metacognition 36-86) and the total score (e.g., Global Executive Composite 35-88) will be calculated. Lower T-Scores indicate higher levels of executive function and a better outcome.

    Measure: Change in Behavioral Rating Inventory of Executive Function, Adult Version (BRIEF-A) Scores from Baseline to Post-Intervention

    Time: Baseline, post-intervention (within 4 weeks of completing the 12-week intervention)

    Description: An objective behavioral observation measure developed that provides a series of organization, social communication, and emotion regulation presses during a simulated work environment appropriate for students with ASD and average or higher IQ. Two 15-minute employment tasks appropriate to office (e.g., filing, assembly of information folders) and computer data entry (e.g., accounting receipts, entry of evaluations forms) settings are presented. Participants have opportunities for social interaction with co-workers and supervisors, to respond to corrective feedback, and to request assistance. Assessments will be videotaped and coded by a trained research assistant who will be blind to treatment condition. Domain raw scores will be calculated (Emotion Regulation 0-16; Executive Function 0-16; Social Communication 0-22). Lower scores in each domain indicate less impairment and a better outcome.

    Measure: Change in Transition Readiness and Employability Evaluation (TREE) Scores from Baseline to Post-Intervention

    Time: Baseline, post-intervention (within 4 weeks of completing the 12-week intervention)

    Description: The AIR is a 24 item self-report measure, and an 18 item parent report of self-determination including a measure of knowledge and opportunity to modify and engage in events that affect the participant's wants and needs. The AIR's items are rated on a 5-point Likert scale. The Level of Self-Determination total raw score will be calculated for the self-report (0-120) and the parent report (0-90). A higher score indicates higher levels of self-determining behaviors and a better outcome.

    Measure: Change in The American Institutes for Research Self-Determination Scale (AIR) Scores from Baseline to Post-Intervention

    Time: Baseline, post-intervention (within 4 weeks of completing the 12-week intervention)

    Description: The CSE is a 26-item self-report questionnaire completed by the student with ASD that measures an individual's confidence in using coping behaviors when faced with problems or life challenges. The CSE will be used to measure emotion regulation across three raw scored subscales (e.g., problem-focused coping, 0-48; stopping unpleasant emotions and thoughts, 0-36; and getting support from friends and family, 0-20) and the total raw score (0-104). A higher raw score indicates more self-confidence in an individual's ability to use coping behaviors and a better outcome.

    Measure: Change in Coping Self-Efficacy Scale (CES) Scores from Baseline to Post-Intervention

    Time: Baseline, post-intervention (within 4 weeks of completing the 12-week intervention)

    Secondary Outcomes

    Description: The 20-item self-report version of the CESD-R, completed by the student with ASD, will be used to assess symptoms of depression. Respondents are asked to answer each question using a 4-point Likert scale from "less than one day" to "5-7 days" to describe their feelings (e.g., "I felt sad.") during the past week. The Total CESD-R Score will be calculated as a sum of responses to all 20 questions (0-60). A lower score indicates less depressive symptoms and a better outcome. Assessed at Baseline, post-intervention, and 4 month follow up.

    Measure: Change in Center for Epidemiological Studies - Depression, Revised (CESD-R) Scores

    Time: Up to 28 weeks

    Description: A 20-item self-report completed by the student with ASD used to assess symptoms of anxiety. Respondents are asked to answer each question using a 4-point Likert scale from "almost never" to "almost always." The total score (20-80) will be used as a moderator of intervention efficacy and as an immediate outcome. A low score indicates less impairment of general anxiety and a better outcome. Assessed at Baseline, post-intervention, and 4 month follow up.

    Measure: Change in State Trait Anxiety Inventory (STAI) Trait Scale Scores

    Time: Up to 28 weeks

    Description: The SACQ is a self-report measure completed by the student with ASD of adjustment to college in four areas: Academic Adjustment, Social Adjustment, Personal-Emotional Adjustment, and Institutional Attachment. T-Scores will be calculated for the four domains and the total score (25-75). Conversion tables are categorized by gender and year in college. Higher scores indicates better adjustment to college and a better outcome.

    Measure: Student Adaptation to College Questionnaire (SACQ)

    Time: 4 month post-intervention completion follow up

    Description: GPA will be collected to measure change in success following completion of the intervention. Better outcomes are indicated by increased GPA.

    Measure: Change in Grade Point Average (GPA)

    Time: Baseline, 4 month post-intervention completion follow up, a total of up to 28 weeks

    Description: Employment status will be measured through quantitative categorizations of employment wages (e.g., under minimum wage, minimum wage, above minimum wage, unpaid volunteer; 1-4) and number of hours worked per week (e.g., less than 5 hours, 5-9 hours, 10-19 hours, 20-29 hours, 30-29 hours, 40 hours; 1-6). Maintenance or increase of employment wages and number of hours worked per week is a better outcome.

    Measure: Change in Employment Status Categorizations

    Time: Baseline, 4 month post-intervention completion follow up, a total of up to 28 weeks

    Description: The BWAP is a 63-item informant report measure completed by the caregiver that evaluates skills important for job readiness and work performance across four domains: Work Habits/Attitudes, Interpersonal Relations, Cognitive Skills, and Work Performance Skills. T-Scores (27-73) for each domain will be calculated. A lower T-Score indicates more impairment on the given domain.

    Measure: Change in Becker Work Adjustment Profile-2 (BWAP) Scores from Post-Intervention to 4 Month Follow Up

    Time: Post-Intervention (within 4 weeks of completing the 12-week intervention), 4 month post-intervention completion follow up, a total of up to 16 weeks

    Description: The BRIEF-A is a 75-item informant report questionnaire that assesses a variety of behavioral manifestations of executive function (e.g., Inhibit, Self-Monitor, Plan/Organize, Shift, Initiate, Task Monitor, Emotional Control, Working Memory, and Organization of Materials) as well as a composite score of executive function. The informant report will be completed by the caregiver. T-Scores of subscales (Inhibit 39-88; Shift 38-84; Emotional Control 39-77; Self-Monitor 37-79; Initiate 36-83; Working Memory 39-90; Plan/Organize 38-83; Task Monitor 38-84; Organization of materials 37-75), Index scores (e.g., Behavioral Regulation 36-85; Metacognition 36-86) and the total score (e.g., Global Executive Composite 35-88) will be calculated. Lower T-Scores indicate higher levels of executive function and a better outcome.

    Measure: Change in Behavioral Rating Inventory of Executive Function, Adult Version (BRIEF-A) Scores from Post-Intervention to 4 Month Follow Up

    Time: Post-Intervention (within 4 weeks of completing the 12-week intervention), 4 month post-intervention completion follow up, a total of up to 16 weeks

    Description: The AIR is a 24 item self-report measure, and an 18 item parent report of self-determination including a measure of knowledge and opportunity to modify and engage in events that affect the participant's wants and needs. The AIR's items are rated on a 5-point Likert scale. The Level of Self-Determination total raw score will be calculated for the self-report (0-120) and the parent report (0-90). A higher score indicates higher levels of self-determining behaviors and a better outcome.

    Measure: Change in The American Institutes for Research Self-Determination Scale (AIR) Scores from Post-Intervention to 4 Month Follow Up

    Time: Post-Intervention (within 4 weeks of completing the 12-week intervention), 4 month post-intervention completion follow up, a total of up to 16 weeks

    Description: The CSE is a 26-item self-report questionnaire completed by the student with ASD that measures an individual's confidence in using coping behaviors when faced with problems or life challenges. The CSE will be used to measure emotion regulation across three raw scored subscales (e.g., problem-focused coping, 0-48; stopping unpleasant emotions and thoughts, 0-36; and getting support from friends and family, 0-20) and the total raw score (0-104). A higher raw score indicates more self-confidence in an individual's ability to use coping behaviors and a better outcome.

    Measure: Change in Coping Self-Efficacy Scale (CES) Scores from Post-Intervention to 4 Month Follow Up

    Time: Post-Intervention (within 4 weeks of completing the 12-week intervention), 4 month post-intervention completion follow up, a total of up to 16 weeks
    14 Fit Families Program: Fundamental Motor Skill Intervention in Children With Autism Spectrum Disorders and Their Parents

    The investigators aim to identify the effect of a 12-week fundamental motor skills (FMS) (e.g., throwing, catching, running) intervention on the active participation in physical recreation activities and a variety of other factors (child behaviors, communication, and adaptive skills) and to identify patterns, benefits, constraints, and strategies to active participation in physical recreation activities among families of children with autism spectrum disorders (ASD) (pre-post) through in-person or via phone interviews with parents and children with ASD.

    NCT04612647
    Conditions
    1. Autism Spectrum Disorder
    Interventions
    1. Other: 12-week FMS Intervention
    2. Behavioral: Physical Activities & Activity Booklets
    MeSH:Autistic Disorder Autism Spectrum Disorder Child Development Disorders, Pervasive
    HPO:Autism Autistic behavior

    Primary Outcomes

    Description: The Test of Gross Motor Development - second edition (TGMD-3) is a measure of fundamental motor skills. The total possible range of scores is 47-158, where higher scores are indicative of improved gross motor development.

    Measure: Change in Gross Motor Development as Measured by TGMD-3

    Time: Baseline, 3 week post intervention (15 weeks), 3 months post intervention (24 weeks)

    Description: Children will participate in one-on-one semi-structured interviews with the research team to explore their perception regarding communication strategies (between parent and child), patterns of physical recreation, perceived benefits, and constraints.

    Measure: Number of Participants Whose Perceptions Qualitatively Improve as measured via semi-structured interview

    Time: baseline (approximately 2 weeks prior to intervention), post intervention (12 weeks), follow up (24 weeks)

    Description: Fidelity checklists will be used to determine the fidelity of the intervention. Parents will be asked to email a video of 1-2 lessons per week along with a completed task analysis checklist. Parents will be asked to confirm whether or not each task was completed on the checklist. The research team will complete the same form while viewing the video to ensure whether the parent knows and is implementing the steps intended and if there are fidelity differences between the workshop and home-based group.

    Measure: Fidelity of Intervention reported as Number of Parents who Implements the Intervention as Intended

    Time: up to 12 weeks

    Description: The SCQ is a 40-item survey where each question is a 'yes' or 'no' answer. The total possible range of scores is 0-39 (verbal children) or 0-33 (non-verbal children) with higher scores indicative of greater frequency of symptoms.

    Measure: Change in Social Communication Questionnaire (SCQ)

    Time: baseline (approximately 2 weeks prior to intervention), post intervention (12 weeks)

    HPO Nodes


    HP:0000729: Autistic behavior
    Genes 701
    EZR NTRK2 LHX1 CDKL5 SH2B1 DEAF1 EEF1A2 MAGEL2 KCNA1 CLTC NDUFS4 ALG13 GRIA2 MAGEL2 NDUFAF4 POLA1 DHCR7 NSUN2 AGTR2 ZNF711 GTF2IRD1 SLC9A7 NECAP1 PHF21A FRMPD4 CNKSR2 SATB2 CNNM2 ARID1B ARX GABRG2 ST3GAL3 PGAP2 PUF60 ARVCF MBOAT7 NDUFAF3 SETD5 TBX2 STAG1 CEP85L MED13 RORA YY1 PACS1 RREB1 NAA10 DNM1 STXBP1 OCA2 CTCF STEEP1 ATP1A3 CTNNB1 SNX14 ARX AIMP1 ZIC1 PTEN SVBP AARS1 NDN BCOR GJA5 EPB41L1 AP3B2 DCX LRRK2 GJA8 DMD RAB39B PROKR2 KCNQ5 RTL1 SIM1 PODXL MECP2 CLIP2 SCN1A VPS13C ANKRD11 MAOA NF1 CAMTA1 CEP290 NUS1 MYT1L HIRA CC2D1A SPATA5 GP1BB BRSK2 SVBP ACTL6B SQSTM1 ADNP SEC24C FOXG1 MEF2C CDK8 ELN EXT2 HCN1 THOC2 MBOAT7 CLTC MEF2C SATB2 NDUFV2 NDUFAF5 TLK2 WAC CLCN4 GABRA5 GRIN2B AFF2 KMT2C SEC23B SCN9A CUX1 SON TSC1 DLG4 CHD1 GDI1 SLC1A2 PSEN1 HESX1 PTCHD1 PDE4D GABRB2 CREBBP NPAP1 TUBB3 PDE4D FRRS1L KDM5B TRRAP SCN1A NTRK2 SLC25A12 PACS2 CDK19 KMT2E VAMP2 MED13L INTS1 SCN1B RARS1 USP7 GRN TM4SF20 TANC2 NAGA CHMP2B SYNGAP1 SPECC1L MEG3 GABRA2 STS NEXMIF CHD2 NDUFB10 ACTL6B SNORD115-1 DNAJC21 MADD ZMYND11 SRY SLC35A3 SOX3 CNOT3 MAN1B1 KCNB1 NDUFA11 MKRN3-AS1 NDUFS3 TSPAN7 EEF1A2 NAA15 SLC35C1 CDH15 YWHAG SEMA3E KDM5B ALDH18A1 CACNA2D2 COX10 CACNG2 NAGA FTSJ1 MED13 RSPRY1 CDKL5 SRP54 GABRA5 SMG9 SNRPN STXBP1 HCN1 SCN2A DEAF1 MAPK8IP3 PPM1D DPYD SH2B1 ZNF81 ND2 KIF1A PUF60 CLCN4 PDE4D TAF1 EGF KMT2A TAOK1 PWRN1 SIN3A IPW POU3F3 PPP3CA ARNT2 PNKP FOXRED1 DYNC1H1 CHRNA7 MICOS13 KAT6A AP2M1 CHD8 PAK3 CAMK2A SNRPN DALRD3 KCNA2 ADSL AP1S2 SH2B1 KPTN SNRPN KDM6B ZC3H14 ZBTB20 DCPS HNMT DMXL2 NDUFB11 GABRG2 NLGN4X WDFY3 NDUFAF8 MECP2 HERC2 JAM2 MSTO1 GABRA2 TRPM3 MED23 DHCR7 KDM5C SDHB CAMK2B SYNGAP1 CREBBP DYM UBA5 OCA2 AP2M1 AP3B2 NLGN3 DDX6 AKT1 GALNT2 RAD21 NUS1 PIGV ALMS1 MED25 SYT1 TBR1 KANSL1 LINS1 SBDS WASHC4 SLC35A3 RERE RIMS2 CASK SLC6A8 FGF12 CIC DNM1 PTEN TIMMDC1 FGFR1 GABBR2 KAT8 TUSC3 BCORL1 TREM2 PIGW MAGEL2 SYNGAP1 COG5 DEAF1 ALG13 ACSL4 ND1 TET3 STS MID2 SIK1 TBC1D23 KLLN PINK1 IARS1 OTUD6B VCP SLC13A5 NDUFAF3 FOXG1 FBXW11 ALDH5A1 SLC45A1 GATAD2B PSMD12 DNAJC6 STXBP1 SLC35C1 NDUFS4 UGP2 ASXL3 PWAR1 PPP2R5D TCF4 CTCF SCN8A ASH1L CNKSR2 TSC2 PRKN IQSEC2 NOVA2 IFNG HNF1B NIPBL SMAD4 ALG11 SET NDN TCF20 USP9X MKRN3 CUX2 HECW2 DLL1 SETD2 RAI1 TCF20 TECR TBR1 CDH15 OPHN1 OCA2 PCGF2 FLCN B3GALNT2 SRP54 DYRK1A FMR1 GNB5 NONO AUTS2 MEIS2 PRODH NDUFB9 DLK1 TWNK SCN9A SNCA SLC25A1 IL1RAPL1 APC2 ASH1L ZNF423 CNTNAP2 NDN CACNA1A PIGL NTNG1 TBX1 NSD1 NDUFS8 CACNA1C MBD5 JMJD1C C12ORF4 CREBBP RSRC1 TMEM237 SHANK3 NDUFS6 TMEM231 TMEM106B POMT1 TBX1 FBXO31 NRXN1 MECP2 MAN1B1 PGAP3 TNIK TBL2 SIM1 TBX1 CSNK2B WWOX ATRX SYNJ1 HERC1 DEPDC5 METTL5 TMLHE REV3L EHMT1 STXBP1 SYNGAP1 NEXMIF MTOR FOXP1 CLIP1 RFC2 SARS1 NDUFS1 SLC9A6 TRAPPC9 SNORD116-1 POLR2A NLGN3 GRIN1 ARFGEF2 LIMK1 MED12 PIGL MYT1L SYN1 POLA1 PTCHD1 CRBN EP300 ATP6V1A ZFPM2 ARV1 EP300 NDUFA6 EP300 CDKL5 TBC1D24 HCN1 HTRA2 SZT2 SNX14 NDUFS2 PIGO ND3 MCTP2 BPTF SIN3A NEUROD2 SNRPN SYP WFS1 ZMIZ1 ZNF41 PRSS12 PIGP STEEP1 CACNA1B C9ORF72 TMEM216 TAF1 DOCK7 PRDM16 EDC3 UBE3A RPS23 ACTL6A NDUFS7 MED12 SCN1A NDUFA1 CLCN4 PSMD12 NUBPL PCDH19 SLC6A8 EXT2 FBXW11 FOXP2 USP27X IQSEC2 UBTF PPP2CA PARK7 GRIN1 NDUFB3 TSC2 SYNJ1 CHAMP1 GRIN2D LSS USF3 CHD2 GRIK2 SNRPN RERE NDP OTX2 TCF4 NDST1 MAPT PLXND1 TANC2 SIM1 GABRA1 SKI NLGN1 WAC PIK3CA DPYD POGZ NFIB UBE3A ZMIZ1 WFS1 HDAC4 TSC1 SDHC SETD1B IREB2 DOCK8 RPL10 WDR26 CNTNAP2 MYT1L GABRD PCDH19 SCN2A PPP3CA NDUFAF2 EHMT1 NDUFA13 TRIM8 DMPK RAB11B DOCK3 EHMT1 ANK3 DYRK1A GABRB3 UFD1 NDUFV1 CLP1 HNRNPH2 GTF2I MAGEL2 MECP2 SCN2A STAG2 SHANK3 FMR1 KDM3B GNAQ KMT5B CYFIP2 KCNA2 LMAN2L MED13L TMEM126B NHS FRMPD4 KANSL1 NR2F1 TRAK1 PIGC MAPK10 PIGP UBA5 SETD5 CUX2 CHD2 MED12L SCN1B CARS2 DYRK1A CDKL5 PARS2 PIGY TMEM138 CHD7 SCN8A STXBP1 RNF135 UPF3B SMC1A CDH2 NDN KIRREL3 NDUFAF4 SETD2 SOX2 NALCN GPHN DHDDS OTUD6B METTL23 BCKDK HCFC1 CREBBP SMC3 HIVEP2 ADNP IQSEC1 RAB11A ST3GAL3 SCN1B PGAP1 TRMT1 HIVEP2 SNRPN FTSJ1 RERE PIGG RSPRY1 TBCK SLC25A22 STX1B HDAC8 NEUROD2 HERC2 ZNF462 TCF4 GFM1 ALG13 DLG3 GFM2 EFL1 EP300 C12ORF4 MAGEL2 GABRD FMN2 CC2D2A MAP1B TCF12 IQSEC2 KMT2C DDX3X NLGN4X ADGRV1 MFF MED12L SCN3A SDHD AHDC1 MECP2 GNAO1 BCORL1 NTNG2 KCNT1 BAZ1B TRAPPC4 EXTL3 GAMT COMT CRADD NDUFAF1 USP7 GRIA3 GRIN1 MEIS2 NTNG1 GABRG2 ARHGEF6 GATM ACOX1 AGTPBP1 KCNAB2 SLC6A1 RPS6KA3 PRKAR1A AUTS2 RLIM TRIO PAH UCHL1 PIGQ IL1RAPL1 GRIA3 OCA2 NAA10
    Protein Mutations 1
    S1009A
    SNP 1
    rs6971

    HPO

    Alphabetical listing of all HPO terms. Navigate: Correlations   Clinical Trials


    HPO Nodes


    HP:0000729: Autistic behavior
    Genes 701
    EZR NTRK2 LHX1 CDKL5 SH2B1 DEAF1 EEF1A2 MAGEL2 KCNA1 CLTC NDUFS4 ALG13 GRIA2 MAGEL2 NDUFAF4 POLA1 DHCR7 NSUN2 AGTR2 ZNF711 GTF2IRD1 SLC9A7 NECAP1 PHF21A FRMPD4 CNKSR2 SATB2 CNNM2 ARID1B ARX GABRG2 ST3GAL3 PGAP2 PUF60 ARVCF MBOAT7 NDUFAF3 SETD5 TBX2 STAG1 CEP85L MED13 RORA YY1 PACS1 RREB1 NAA10 DNM1 STXBP1 OCA2 CTCF STEEP1 ATP1A3 CTNNB1 SNX14 ARX AIMP1 ZIC1 PTEN SVBP AARS1 NDN BCOR GJA5 EPB41L1 AP3B2 DCX LRRK2 GJA8 DMD RAB39B PROKR2 KCNQ5 RTL1 SIM1 PODXL MECP2 CLIP2 SCN1A VPS13C ANKRD11 MAOA NF1 CAMTA1 CEP290 NUS1 MYT1L HIRA CC2D1A SPATA5 GP1BB BRSK2 SVBP ACTL6B SQSTM1 ADNP SEC24C FOXG1 MEF2C CDK8 ELN EXT2 HCN1 THOC2 MBOAT7 CLTC MEF2C SATB2 NDUFV2 NDUFAF5 TLK2 WAC CLCN4 GABRA5 GRIN2B AFF2 KMT2C SEC23B SCN9A CUX1 SON TSC1 DLG4 CHD1 GDI1 SLC1A2 PSEN1 HESX1 PTCHD1 PDE4D GABRB2 CREBBP NPAP1 TUBB3 PDE4D FRRS1L KDM5B TRRAP SCN1A NTRK2 SLC25A12 PACS2 CDK19 KMT2E VAMP2 MED13L INTS1 SCN1B RARS1 USP7 GRN TM4SF20 TANC2 NAGA CHMP2B SYNGAP1 SPECC1L MEG3 GABRA2 STS NEXMIF CHD2 NDUFB10 ACTL6B SNORD115-1 DNAJC21 MADD ZMYND11 SRY SLC35A3 SOX3 CNOT3 MAN1B1 KCNB1 NDUFA11 MKRN3-AS1 NDUFS3 TSPAN7 EEF1A2 NAA15 SLC35C1 CDH15 YWHAG SEMA3E KDM5B ALDH18A1 CACNA2D2 COX10 CACNG2 NAGA FTSJ1 MED13 RSPRY1 CDKL5 SRP54 GABRA5 SMG9 SNRPN STXBP1 HCN1 SCN2A DEAF1 MAPK8IP3 PPM1D DPYD SH2B1 ZNF81 ND2 KIF1A PUF60 CLCN4 PDE4D TAF1 EGF KMT2A TAOK1 PWRN1 SIN3A IPW POU3F3 PPP3CA ARNT2 PNKP FOXRED1 DYNC1H1 CHRNA7 MICOS13 KAT6A AP2M1 CHD8 PAK3 CAMK2A SNRPN DALRD3 KCNA2 ADSL AP1S2 SH2B1 KPTN SNRPN KDM6B ZC3H14 ZBTB20 DCPS HNMT DMXL2 NDUFB11 GABRG2 NLGN4X WDFY3 NDUFAF8 MECP2 HERC2 JAM2 MSTO1 GABRA2 TRPM3 MED23 DHCR7 KDM5C SDHB CAMK2B SYNGAP1 CREBBP DYM UBA5 OCA2 AP2M1 AP3B2 NLGN3 DDX6 AKT1 GALNT2 RAD21 NUS1 PIGV ALMS1 MED25 SYT1 TBR1 KANSL1 LINS1 SBDS WASHC4 SLC35A3 RERE RIMS2 CASK SLC6A8 FGF12 CIC DNM1 PTEN TIMMDC1 FGFR1 GABBR2 KAT8 TUSC3 BCORL1 TREM2 PIGW MAGEL2 SYNGAP1 COG5 DEAF1 ALG13 ACSL4 ND1 TET3 STS MID2 SIK1 TBC1D23 KLLN PINK1 IARS1 OTUD6B VCP SLC13A5 NDUFAF3 FOXG1 FBXW11 ALDH5A1 SLC45A1 GATAD2B PSMD12 DNAJC6 STXBP1 SLC35C1 NDUFS4 UGP2 ASXL3 PWAR1 PPP2R5D TCF4 CTCF SCN8A ASH1L CNKSR2 TSC2 PRKN IQSEC2 NOVA2 IFNG HNF1B NIPBL SMAD4 ALG11 SET NDN TCF20 USP9X MKRN3 CUX2 HECW2 DLL1 SETD2 RAI1 TCF20 TECR TBR1 CDH15 OPHN1 OCA2 PCGF2 FLCN B3GALNT2 SRP54 DYRK1A FMR1 GNB5 NONO AUTS2 MEIS2 PRODH NDUFB9 DLK1 TWNK SCN9A SNCA SLC25A1 IL1RAPL1 APC2 ASH1L ZNF423 CNTNAP2 NDN CACNA1A PIGL NTNG1 TBX1 NSD1 NDUFS8 CACNA1C MBD5 JMJD1C C12ORF4 CREBBP RSRC1 TMEM237 SHANK3 NDUFS6 TMEM231 TMEM106B POMT1 TBX1 FBXO31 NRXN1 MECP2 MAN1B1 PGAP3 TNIK TBL2 SIM1 TBX1 CSNK2B WWOX ATRX SYNJ1 HERC1 DEPDC5 METTL5 TMLHE REV3L EHMT1 STXBP1 SYNGAP1 NEXMIF MTOR FOXP1 CLIP1 RFC2 SARS1 NDUFS1 SLC9A6 TRAPPC9 SNORD116-1 POLR2A NLGN3 GRIN1 ARFGEF2 LIMK1 MED12 PIGL MYT1L SYN1 POLA1 PTCHD1 CRBN EP300 ATP6V1A ZFPM2 ARV1 EP300 NDUFA6 EP300 CDKL5 TBC1D24 HCN1 HTRA2 SZT2 SNX14 NDUFS2 PIGO ND3 MCTP2 BPTF SIN3A NEUROD2 SNRPN SYP WFS1 ZMIZ1 ZNF41 PRSS12 PIGP STEEP1 CACNA1B C9ORF72 TMEM216 TAF1 DOCK7 PRDM16 EDC3 UBE3A RPS23 ACTL6A NDUFS7 MED12 SCN1A NDUFA1 CLCN4 PSMD12 NUBPL PCDH19 SLC6A8 EXT2 FBXW11 FOXP2 USP27X IQSEC2 UBTF PPP2CA PARK7 GRIN1 NDUFB3 TSC2 SYNJ1 CHAMP1 GRIN2D LSS USF3 CHD2 GRIK2 SNRPN RERE NDP OTX2 TCF4 NDST1 MAPT PLXND1 TANC2 SIM1 GABRA1 SKI NLGN1 WAC PIK3CA DPYD POGZ NFIB UBE3A ZMIZ1 WFS1 HDAC4 TSC1 SDHC SETD1B IREB2 DOCK8 RPL10 WDR26 CNTNAP2 MYT1L GABRD PCDH19 SCN2A PPP3CA NDUFAF2 EHMT1 NDUFA13 TRIM8 DMPK RAB11B DOCK3 EHMT1 ANK3 DYRK1A GABRB3 UFD1 NDUFV1 CLP1 HNRNPH2 GTF2I MAGEL2 MECP2 SCN2A STAG2 SHANK3 FMR1 KDM3B GNAQ KMT5B CYFIP2 KCNA2 LMAN2L MED13L TMEM126B NHS FRMPD4 KANSL1 NR2F1 TRAK1 PIGC MAPK10 PIGP UBA5 SETD5 CUX2 CHD2 MED12L SCN1B CARS2 DYRK1A CDKL5 PARS2 PIGY TMEM138 CHD7 SCN8A STXBP1 RNF135 UPF3B SMC1A CDH2 NDN KIRREL3 NDUFAF4 SETD2 SOX2 NALCN GPHN DHDDS OTUD6B METTL23 BCKDK HCFC1 CREBBP SMC3 HIVEP2 ADNP IQSEC1 RAB11A ST3GAL3 SCN1B PGAP1 TRMT1 HIVEP2 SNRPN FTSJ1 RERE PIGG RSPRY1 TBCK SLC25A22 STX1B HDAC8 NEUROD2 HERC2 ZNF462 TCF4 GFM1 ALG13 DLG3 GFM2 EFL1 EP300 C12ORF4 MAGEL2 GABRD FMN2 CC2D2A MAP1B TCF12 IQSEC2 KMT2C DDX3X NLGN4X ADGRV1 MFF MED12L SCN3A SDHD AHDC1 MECP2 GNAO1 BCORL1 NTNG2 KCNT1 BAZ1B TRAPPC4 EXTL3 GAMT COMT CRADD NDUFAF1 USP7 GRIA3 GRIN1 MEIS2 NTNG1 GABRG2 ARHGEF6 GATM ACOX1 AGTPBP1 KCNAB2 SLC6A1 RPS6KA3 PRKAR1A AUTS2 RLIM TRIO PAH UCHL1 PIGQ IL1RAPL1 GRIA3 OCA2 NAA10
    Protein Mutations 1
    S1009A
    SNP 1
    rs6971

    Reports

    Data processed on December 13, 2020.

    An HTML report was created for each of the unique drugs, MeSH, and HPO terms associated with COVID-19 clinical trials. Each report contains a list of either the drug, the MeSH terms, or the HPO terms. All of the terms in a category are displayed on the left-hand side of the report to enable easy navigation, and the reports contain a list of correlated drugs, MeSH, and HPO terms. Further, all reports contain the details of the clinical trials in which the term is referenced. Every clinical trial report shows the mapped HPO and MeSH terms, which are also hyperlinked. Related HPO terms, with their associated genes, protein mutations, and SNPs are also referenced in the report.

    Drug Reports   MeSH Reports   HPO Reports  

    Interventions

    4,818 reports on interventions/drugs

    MeSH

    706 reports on MeSH terms

    HPO

    306 reports on HPO terms

    All Terms

    Alphabetical index of all Terms

    Google Colab

    Python example via Google Colab Notebook