Developmental and sequenced one-to-one educational intervention (DS1-EI) for autism spectrum disorder and intellectual disability: a two-year interim report of a randomized single-blind multicenter controlled trial.

Autism Spectrum Disorder / complications Child Child, Preschool Communication France Humans Intellectual Disability Single-Blind Method
Autism Developmental intervention Intellectual disability Randomized controlled trial Special education

Journal

BMC pediatrics
ISSN: 1471-2431
Titre abrégé: BMC Pediatr
Pays: England
ID NLM: 100967804

Informations de publication

Date de publication:
29 05 2020
Historique:
received: 10 11 2019
accepted: 20 05 2020
entrez: 31 5 2020
pubmed: 31 5 2020
medline: 15 5 2021
Statut: epublish

Résumé

Children with autism spectrum disorder (ASD) and moderate to severe intellectual disability (ID) face many challenges. There is little evidence-based research into educational settings for children with ID and ASD and in France. Little is known about how this unserved population could benefit from intervention and education. This study assessed the feasibility and efficacy of a new intervention model using an individualized educational approach. We conducted a randomized, single-blind controlled trial to assess a novel intervention: the "Developmental and Sequenced One-to-One Intervention (DS1-EI)". In DS1-EI, trained teachers worked one-to-one with each child in a small classroom setting, offering 10 h per week of the intervention. The focus was on encouraging spontaneous communication, promoting skills through play with peers, supporting positive interactions, and developmental and sequenced learning. We enrolled 5- to 9-year-old children with ASD and ID across 11 French child care institutions for children with co-occurring ASD and ID. Participants were matched in dyads by developmental quotient and randomized to the treatment-as-usual (TAU) group or the DS1-EI group. Independent raters blindly assessed the primary variables: The Childhood Autism Rating scale (CARS) and the Psychoeducational Profile, third edition (PEP-3). The secondary variables included the Vineland Adaptive Behavior Scale II (VABS-II) and the Clinical Global Assessment Scale (CGAS). Here we perform interim analyses at 24 months. At baseline, 72 participants were randomized. Nine patients (5 in the DS1-EI group and 4 in the TAU group) dropped out of the study. Using linear mixed models, both intent-to-treat (ITT) and per-protocol (PP) analyses at the 12-, 18- and 24-month outcomes showed no significant group nor group-by-time interaction effects. However, we found significant improvements in most primary and secondary variables over time in both groups. The study did not show that DS1-EI was superior to TAU in treating children with ASD and ID over 24 months. However, the low dropout rate shows that DS1-EI is feasible, and well accepted. As the study is still ongoing, we need to wait for data at 36 months to ensure whether DS1-EI could be recommended. ANSM130282B-31 (April 16, 2013) and ACTRN12616000592448. Registered 6 May 2016, retrospectively registered, http://www.anzctr.org.au/.

Sections du résumé

BACKGROUND
Children with autism spectrum disorder (ASD) and moderate to severe intellectual disability (ID) face many challenges. There is little evidence-based research into educational settings for children with ID and ASD and in France. Little is known about how this unserved population could benefit from intervention and education. This study assessed the feasibility and efficacy of a new intervention model using an individualized educational approach.
METHODS
We conducted a randomized, single-blind controlled trial to assess a novel intervention: the "Developmental and Sequenced One-to-One Intervention (DS1-EI)". In DS1-EI, trained teachers worked one-to-one with each child in a small classroom setting, offering 10 h per week of the intervention. The focus was on encouraging spontaneous communication, promoting skills through play with peers, supporting positive interactions, and developmental and sequenced learning. We enrolled 5- to 9-year-old children with ASD and ID across 11 French child care institutions for children with co-occurring ASD and ID. Participants were matched in dyads by developmental quotient and randomized to the treatment-as-usual (TAU) group or the DS1-EI group. Independent raters blindly assessed the primary variables: The Childhood Autism Rating scale (CARS) and the Psychoeducational Profile, third edition (PEP-3). The secondary variables included the Vineland Adaptive Behavior Scale II (VABS-II) and the Clinical Global Assessment Scale (CGAS). Here we perform interim analyses at 24 months.
RESULTS
At baseline, 72 participants were randomized. Nine patients (5 in the DS1-EI group and 4 in the TAU group) dropped out of the study. Using linear mixed models, both intent-to-treat (ITT) and per-protocol (PP) analyses at the 12-, 18- and 24-month outcomes showed no significant group nor group-by-time interaction effects. However, we found significant improvements in most primary and secondary variables over time in both groups.
CONCLUSIONS
The study did not show that DS1-EI was superior to TAU in treating children with ASD and ID over 24 months. However, the low dropout rate shows that DS1-EI is feasible, and well accepted. As the study is still ongoing, we need to wait for data at 36 months to ensure whether DS1-EI could be recommended.
TRIAL REGISTRATION
ANSM130282B-31 (April 16, 2013) and ACTRN12616000592448. Registered 6 May 2016, retrospectively registered, http://www.anzctr.org.au/.

Identifiants

DOI: 10.1186/s12887-020-02156-z PMID: 32471387 PMC: PMC7260851
pubmed: 32471387
doi: 10.1186/s12887-020-02156-z
pii: 10.1186/s12887-020-02156-z
pmc: PMC7260851
doi:

Banques de données

ANZCTR
['ACTRN12616000592448']

Types de publication

Journal Article Multicenter Study Randomized Controlled Trial Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

263

Investigateurs

Véronique Bur (V)
Aude Brellier (A)
Christophe Chartier (C)
Claire Ducateau (C)
Jean-Louis Sarradet (JL)
Danièle Scellier (D)
Hélène Petiton (H)
Marc Colombel (M)
Marc Bandelier (M)
Louisa Garnil (L)
Emmanuel Damville (E)
Pierre Delion (P)
Isabelle Gylbert (I)
Anne Juteau (A)
Anne Vautrin (A)
Jean-François Havreng (JF)
Elisabeth Simonet (E)
Georges Lançon (G)
Yves Faure (Y)
Aurélie Broche (A)
Myriam Garing (M)
Caroll Devaux (C)
Sophie Michalak (S)

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Auteurs

Antoine Tanet (A)

Institut des Systèmes Intelligents et de Robotiques, Sorbonne Université, 75005, Paris, France.
Département de Psychiatrie de l'Enfant et de l'Adolescent, APHP, Groupe Hospitalier Pitié-Salpêtrière et Sorbonne Université, 75013, Paris, France.

Annick Hubert-Barthelemy (A)

Département de Psychiatrie de l'Enfant et de l'Adolescent, APHP, Groupe Hospitalier Pitié-Salpêtrière et Sorbonne Université, 75013, Paris, France.
Association Programme de Recherche et d'Etudes sur l'Autisme, 7, square Dunois, 75013, Paris, France.

Marie-Noëlle Clément (MN)

Hôpital de jour André Boulloche, association Cerep-Phymentin, 56 rue du Faubourg Poissonnière, 75010, Paris, France.

François Soumille (F)

Association Régionale pour l'Intégration, 26 rue Saint Sébastien, 13006, Marseille, France.

Graciela C Crespin (GC)

Association Programme de Recherche et d'Etudes sur l'Autisme, 7, square Dunois, 75013, Paris, France.

Hugues Pellerin (H)

Département de Psychiatrie de l'Enfant et de l'Adolescent, APHP, Groupe Hospitalier Pitié-Salpêtrière et Sorbonne Université, 75013, Paris, France.

François-André Allaert (FA)

CEN Biotech, Parc Mazen-Sully, Zone des biotechnologies, Impasse Françoise Dolto, 21000, Dijon, France.

David Cohen (D)

Institut des Systèmes Intelligents et de Robotiques, Sorbonne Université, 75005, Paris, France. david.cohen@aphp.fr.
Département de Psychiatrie de l'Enfant et de l'Adolescent, APHP, Groupe Hospitalier Pitié-Salpêtrière et Sorbonne Université, 75013, Paris, France. david.cohen@aphp.fr.

Catherine Saint-Georges (C)

Institut des Systèmes Intelligents et de Robotiques, Sorbonne Université, 75005, Paris, France.
Département de Psychiatrie de l'Enfant et de l'Adolescent, APHP, Groupe Hospitalier Pitié-Salpêtrière et Sorbonne Université, 75013, Paris, France.
Hôpital de jour André Boulloche, association Cerep-Phymentin, 56 rue du Faubourg Poissonnière, 75010, Paris, France.

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Classifications MeSH

Recherchemedicale.com › Troubles mentaux › Troubles du développement neurologique › Troubles généralisés du développement de l'enfant › Trouble du spectre autistique › Developmental and sequenced one-to-one...
Recherchemedicale.com › Personnes › Tranches d'âge › Enfant › Developmental and sequenced one-to-one...
Recherchemedicale.com › Personnes › Tranches d'âge › Enfant › Enfant d'âge préscolaire › Developmental and sequenced one-to-one...
Recherchemedicale.com › Sciences de l'information › Communication › Developmental and sequenced one-to-one...
Recherchemedicale.com › Régions géographiques › Europe › France › Developmental and sequenced one-to-one...
Recherchemedicale.com › Eucaryotes › Animaux › Chordés › Vertébrés › Mammifères › Eutheria › Primates › Haplorhini › Catarrhini › Hominidae › Humains › Developmental and sequenced one-to-one...
Recherchemedicale.com › Troubles mentaux › Troubles du développement neurologique › Déficience intellectuelle › Developmental and sequenced one-to-one...
Recherchemedicale.com › Environnement et santé publique › Santé publique › Méthodes épidémiologiques › Méthodologie en recherche épidémiologique › Méthode en simple aveugle › Developmental and sequenced one-to-one...