[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"health-studies-list:{\"conditionNormalized\":\"intervention-training-condition\",\"overallStatus\":[\"RECRUITING\",\"AVAILABLE\",\"NOT_YET_RECRUITING\"],\"orderBy\":\"LastUpdateSubmitDate:desc\",\"size\":25,\"offset\":0}":3,"health-study-condition:intervention-training-condition":29},{"pageToken":4,"total":5,"offset":6,"count":5,"results":7},null,3,0,[8,45,74],{"id":9,"slug":10,"hasResults":11,"nctId":12,"briefTitle":13,"officialTitle":14,"acronym":15,"eligibilityCriteria":16,"healthyVolunteers":11,"sex":17,"minAge":18,"maxAge":19,"enrollmentInfo":20,"targetDuration":4,"studyType":23,"phases":24,"briefSummary":26,"conditions":27,"keywords":4,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":33,"lastUpdatePostDateStruct":34,"startDateStruct":37,"completionDateStruct":39,"leadSponsor":41,"locationsCount":44},"100647283","parent-mediated-social-cognition-intervention-for-young-children-with-autism-spectrum-disorder-100647283",false,"NCT07708246","Parent-Mediated Social Cognition Intervention for Young Children With Autism Spectrum Disorder","Efficacy of a Parent-Mediated, Home-Based Structured Play Intervention on Social Cognitive Development in Young Children With Autism Spectrum Disorder: A Non-Randomized Controlled Study","PMSC-ASD","Inclusion Criteria:\n\nChildren：\n\n* Aged 2.5 to 14 years at time of enrollment, with a primary recruitment focus on children aged 3 to 10 years.\n* Meets diagnostic criteria for autism spectrum disorder (ASD) according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), confirmed by a specialist clinician.\n* Full-scale intelligence quotient (FSIQ) ≥ 70 as assessed by an age-appropriate Wechsler intelligence scale administered.\n* Possesses sufficient verbal ability to engage with structured play-based intervention activities, as judged by the recruiting clinician.\n* Resides with and is cared for by a participating parent or legal guardian who meets the caregiver eligibility criteria below.\n\nCaregiver：\n\n* Is the primary caregiver (parent or legal guardian) of the enrolled child and resides in the same household.\n* Is able and willing to attend an in-person parent training session (approximately 2.5 hours) at the study site prior to intervention commencement.\n* Is able and willing to commit to administering the structured intervention program to the child for a minimum of 30 minutes per day throughout the 6-month intervention period.\n* Is able and willing to participate in monthly online video supervision sessions with the study clinician.\n* Has sufficient literacy and comprehension ability to understand program training materials and follow intervention procedures.\n* Provides written informed consent on behalf of the child and for their own participation prior to any study procedures.\n\nExclusion Criteria:\n\nChildren：\n\n* Known diagnosis of a genetic syndrome associated with ASD or intellectual disability, including but not limited to Fragile X syndrome, Down syndrome, tuberous sclerosis complex, or Rett syndrome.\n* Presence of a neurological disorder, including epilepsy (unless fully controlled with stable medication for ≥ 12 months), acquired brain injury, cerebral palsy, or other significant neurological condition that may confound assessment of social cognition.\n* Uncorrected vision or hearing impairment that would preclude participation in behavioral or eye-tracking assessments.\n* Currently enrolled in another interventional clinical study targeting social cognition, communication, or behavioral outcomes.\n* Any medical, psychiatric, or developmental condition that, in the opinion of the recruiting clinician, would interfere with the child's ability to participate in or benefit from the intervention.\n\nCaregiver：\n\n* Unable to attend the in-person parent training session at the study site due to geographic, occupational, or other constraints.\n* Unable to commit to the daily home-based intervention schedule or monthly online supervision sessions for the full 6-month intervention period.\n* Presence of significant mental health difficulties or other circumstances that, in the opinion of the recruiting clinician, would substantially impair the caregiver's ability to deliver the intervention with adequate fidelity.","ALL","4 Years","8 Years",{"count":21,"type":22},60,"ESTIMATED","INTERVENTIONAL",[25],"NA","This study evaluates the efficacy of the Companion Mind-Drawing Cooperative Game Program, a parent-mediated, home-based structured play intervention targeting social cognitive development in young children with autism spectrum disorder (ASD).\n\nChildren with ASD in the intervention group will receive a structured program in which parents attend an in-person training session (approximately 2.5 hours) at the hospital, where parents are taught to administer a series of researcher-designed cooperative game paradigms at home. Parents then deliver the intervention daily for at least 30 minutes per session over a period of six months. Monthly online video reviews by a clinician provide parents with individualized feedback and guidance to ensure program fidelity and quality.\n\nChildren with ASD in the comparison group will continue to receive usual care and will not receive the program during the study period.\n\nSocial cognitive outcomes - including emotion recognition, theory of mind, empathy, joint attention, self-perception, and social communication - will be assessed at baseline and at 12-month follow-up using behavioral experimental tasks and eye-tracking paradigms. This study aims to provide evidence for the efficacy of a scalable, family-implemented social cognition intervention for young children with ASD.",[28,29,30,31],"Autism","Intervention (Training) Condition","Social Cognition","Cognition Improvement","RECRUITING","2026-07-13",{"date":35,"type":36},"2026-07-16","ACTUAL",{"date":38,"type":36},"2025-06-01",{"date":40,"type":22},"2028-12-30",{"name":42,"class":43},"Children's Hospital of Fudan University","OTHER",1,{"id":46,"slug":47,"hasResults":11,"nctId":48,"briefTitle":49,"officialTitle":50,"acronym":51,"eligibilityCriteria":52,"healthyVolunteers":11,"sex":17,"minAge":53,"maxAge":54,"enrollmentInfo":55,"targetDuration":4,"studyType":23,"phases":57,"briefSummary":58,"conditions":59,"keywords":4,"overallStatus":32,"whyStopped":4,"lastUpdateSubmitDate":65,"lastUpdatePostDateStruct":66,"startDateStruct":68,"completionDateStruct":70,"leadSponsor":72,"locationsCount":44},"100577620","home-based-self-sampling-for-cervical-cancer-prevention-education-intervention-in-ghana-100577620","NCT06800664","Home-based Self-sampling for Cervical Cancer Prevention Education Intervention in Ghana","The Impact of an Evidence-Based, Behavioral Cervical Cancer Screening Intervention Among Women Living With HIV in Ghana (HOPE-inG): A Type 2 Hybrid Effectiveness Implementation Trial","HOPE-inG","Inclusion Criteria:\n\nGeneral criteria\n\n* ability to give consent per Institutional Review Board stipulations\n* residing in the Central Region\n* having no medical characteristics that would interfere with the ability to participate fully\n* the willingness to participate in this study.\n\n  (a) Healthcare provider eligibility: Inclusion criteria include an individual (no gender restrictions) who\n* possesses healthcare qualifications (i.e., patient navigators, physicians, nurses, health facility management),\n* works at the HIV health facility at study sites,\n* is ≥18 years old. (b) Eligibility for women living with HIV (Patients)\n* identified female at birth) who\n* are living with HIV between 25 and 65 years old (age consistent with WHO CC screening guidelines)\n* have never had CC screening (Pap or HPV test),\n* have not had a screening for the past 5 years\n\nExclusion Criteria:\n\n* Women will be excluded if they are pregnant or have had a hysterectomy.\n* WLWH who have a cervix are the main target population to develop the HOPE toolkit.\n* Women who are below 25 and those who are above 65 years will be excluded.","25 Years","65 Years",{"count":56,"type":22},1500,[25],"The investigators propose to develop and\u002For adapt implementation strategies and a structured implementation plan to translate the HOPE intervention into existing healthcare practice in Ghana.\n\nThese \"implementation support strategies (ISS)\" are implementation strategies relevant to implementation support, which is concerned with moving (implementation) research into (implementation) practice.\n\nThe ultimate goal is to facilitate health system adoption and sustainment.",[60,61,62,63,29,64],"Cervical Cancer Screening","HIV","Self-sampling","Implementation Science","Implementation Strategies","2026-06-30",{"date":67,"type":36},"2026-07-01",{"date":69,"type":36},"2025-11-11",{"date":71,"type":22},"2029-05",{"name":73,"class":43},"Baylor University",{"id":75,"slug":76,"hasResults":11,"nctId":77,"briefTitle":78,"officialTitle":79,"acronym":80,"eligibilityCriteria":81,"healthyVolunteers":82,"sex":17,"minAge":83,"maxAge":84,"enrollmentInfo":85,"targetDuration":4,"studyType":23,"phases":87,"briefSummary":88,"conditions":89,"keywords":91,"overallStatus":107,"whyStopped":4,"lastUpdateSubmitDate":108,"lastUpdatePostDateStruct":109,"startDateStruct":111,"completionDateStruct":113,"leadSponsor":115,"locationsCount":4},"100643305","online-socio-emotional-dyad-training-for-school-teachers-well-being-and-social-skills-100643305","NCT07637409","Online Socio-emotional Dyad Training for School Teachers' Well-being and Social Skills","Edu:Social School Study2: Promoting Well-being and Socio-emotional Skills for School Teachers With App-based Mindfulness and Dyadic Empathy-compassion Trainings.","EduSocSchool2","Inclusion Criteria:\n\n* Between 18- and 68-years old.\n* Currently working as a school teacher in Germany or Austria; grades 1-12; primary, secondary, special needs, and vocational schools.\n* Proficient in German.\n* Informed consent.\n* No symptoms of psychiatric disease within the past two years; healthy population, non-clinical population.\n* Stable internet access and necessary technical equipment (mobile phone with internet access).\n* No regular contemplative practice (≤ 50 hours total within the past six months).\n\nExclusion Criteria:\n\n* Insufficient German proficiency.\n* Lack of stable internet access or required devices (mobile phone with internet access).\n* No informed consent.\n* Not currently working as a school teacher.\n* Regular contemplative practice (\\> 50 hours in the past six months (e.g., dyad, mindfulness, compassion-based practices).\n* Current psychiatric diagnosis or therapy, or reaching screening cutoffs on:\n\n  * Patient Health Questionnaire-9 (PHQ-9; Martin et al., 2006; Löwe et al., 2004; Cutoff ≥ 20; or endorsing suicidality on the item 9),\n  * Generalized Anxiety Disorder-7 (GAD-7; Löwe et al., 2007; Spitzer et al., 2006; Cutoff ≥ 15),\n  * Toronto Alexithymia Scale-20 (TAS-20; Bagby et al., 1994; Ritz \\& Kannapin, 2000; Cutoff ≥ 61)\n\n    * In addition, participants will complete the Standardized Assessment of Personality - Abbreviated Scale (SAPAS; Moran et al., 2003) which is not used as quantitative exclusion criteria in step 3, but provides additional information to support the phone call with one of the teachers, as part of the screening process.",true,"18 Years","68 Years",{"count":86,"type":22},900,[25],"The Edu:Social School Study 2 is a randomized controlled trial designed to evaluate the effects of an 8-week socio-emotional, partner-based empathy-compassion Dyad training program (EmCo) compared with a mindfulness-based training (MBT) and a waitlist control group (WLC) in school teachers.\n\nThe primary objective is to assess the efficacy of the adapted 8-week online EmCo Dyad training program across multiple domains of teacher functioning. Seven domains capture individual-level outcomes: (1) mental health, (2) resilience, (3) attention and cognitive processes, (4) social emotions, (5) stress coping and emotion regulation, (6) listening skills, and (7) voice-based emotional expression (DYVA). Two additional domains assess broader contextual outcomes: (8) classroom teaching and (9) organizational\u002Fschool level outcomes, reflecting how individual-level changes may translate into perceived changes in the teaching and school context.\n\nTo this end, participants will be randomized into one of three groups: (1) an 8-week EmCo Dyad intervention (EmCo), (2) an 8-week mindfulness-based training program (MBT), or (3) a waitlist control group (WLC) that will receive the EmCo intervention after completion of the initial post-test. Both interventions are delivered online via a dedicated study application to ensure scalability and accessibility.\n\nA second aim is to validate the Egocentric Social Network Analysis Paradigm (e-SNAP) as a measure of teachers' perceived social interactions and network structures. This study represents the first randomized controlled trial in teachers to examine whether changes in internal psychological processes are associated with perceived changes in the perception of the quality of interaction between school teachers and their students in the classroom as well as between school teachers and their colleagues in school.\n\nA third aim is to introduce and validate objective measures of emotional processing based on AI-based voice analysis in educational field research. Specifically, the study will evaluate two tasks using different parameters of AI-based emotional voice analysis: (a) the Teacher Voice Assessment (TEAVA), in which teachers' voices are recorded during a teaching-related task, and (b) the Dyad Voice Assessment (DYVA), conducted during the daily partner-based Dyad practice. In both tasks, non-semantic vocal features (e.g., pitch, loudness, speaking rate, intonation) and vocal emotional expressions (e.g., arousal, valence, dominance, and basic emotional categories) will be analyzed using audEERING devAIce software. No speech content will be transcribed or analyzed.\n\nA final aim is to investigate the cognitive and affective mechanisms underlying intervention-related changes. Based on prior research, the EmCo Dyad training is expected to enhance care- and affiliation-related motivational systems associated with positive affect, social emotions and connectedness, and prosocial behavior, while reducing loneliness, social stress, and other forms of psychological vulnerability. In contrast, mindfulness-based training is expected to primarily strengthen attention- and thought-related processes, including present-moment awareness, calming the mind and executive attentional control. These mechanisms are expected to contribute to improvements in mental health and overall well-being across both intervention groups.",[29,90],"Waitlist Control Group",[92,93,94,95,96,97,98,99,100,101,102,103,104,105,106],"Mental Training","Dyad Training","Mindfulness-based Training","Compassionate Listening","Empathic Listening","Empathy","Compassion","Mental-Health","Resilience","Social Emotions","AI-based Voice Assessment","e-SNAP","Perceive Psychosocial Work Environment","School Teachers","Online & App-based Training","NOT_YET_RECRUITING","2026-06-04",{"date":110,"type":36},"2026-06-09",{"date":112,"type":22},"2026-06-01",{"date":114,"type":22},"2027-04-03",{"name":116,"class":43},"Max Planck Social Neuroscience Lab"]