A randomised group comparison controlled trial of ‘preschoolers with autism’: A parent education and skills training intervention for young children with autistic disorder

Tonge, Bruce John; Brereton, Avril Vaux; Kiomall, Melissa Carmen; Mackinnon, Andrew; Rinehart, Nicole

doi:10.1177/1362361312458186

Cited by 90 publications

(100 citation statements)

References 42 publications

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“…In comparison, research on psychoeducation in ASD is limited. To date, a few pilot studies have examined psychoeducation as a stand-alone intervention for ASD (Daley et al, 2013; Farmer & Reupert, 2013; Smith, Greenberg, & Mailick, 2012) or as a ‘control’ condition (Bearss et al, in preparation; Hardan et al, 2014; Tonge et al, 2006; 2014). …”

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

“…In addition, study samples were often inadequately characterized making generalization difficult. More recently, a handful of open prospective case series (Bearss et al, 2013a; Brookman-Frazee, Drahota & Stadnick, 2012; RUPP, 2007; Wacker et al, 2013) and quasi-experimental trials (Tonge et al, 2014) using a structured manual have been published. Two randomized clinical trials (RCTs) (Sofronoff, Leslie, & Brown, 2004; Whittingham, Sofronoff, Sheffield, & Sanders, 2009) have been published to date.…”

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

See 1 more Smart Citation

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Bearss

Burrell

Stewart

et al. 2015

Clin Child Fam Psychol Rev

186

111

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Parent training (PT) is well understood as an evidence-based treatment for typically developing children with disruptive behavior. Within the field of autism spectrum disorder (ASD), the term parent training has been used to describe a wide range of interventions including care coordination, psychoeducation, treatments for language or social development, as well as programs designed to address maladaptive behaviors. As a result, the meaning of “parent training” in ASD is profoundly uncertain. This paper describes the need to delineate the variants of PT in ASD and offers a coherent taxonomy. Uniform characterization of PT programs can facilitate communication with families, professionals, administrators and third-party payers. Moreover, it may also serve as a framework for comparing and contrasting PT programs. In support of the taxonomy, a purposive sampling of the literature is presented to illustrate the range of parent training interventions in ASD.

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Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Bearss

Burrell

Stewart

et al. 2015

Clin Child Fam Psychol Rev

186

111

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“…The limited available evidence on parent training suggests that favorable response to treatment is moderated by baseline participant characteristics including object interest and more limited pretreatment communication skills (Siller, Swanson et al, 2014;Tonge et al, 2014). Other studies focused on predictors of outcome, such as the child's joint attention, involvement, enjoyment (Casenhiser et al, 2013), and age (Rogers et al, 2012); parent's intervention fidelity (Rogers et al, 2012) and quality of engagement (Kasari et al, 2010); and treatment ''dose'' (Rogers et al, 2012).…”

Section: Focused Interventionsmentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

292

170

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This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA þ DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA þ DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA þ DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.Autism spectrum disorder (ASD) is defined by difficulties with reciprocal social communication and stereotyped interests or behaviors (American Psychiatric Association [APA], 2013) that usually emerge in early childhood. About one third of children with ASD have delays in cognitive development and daily living skills (Autism and Developmental Disabilities Monitoring Network, 2014). Co-occurring behavior problems (tantrums, aggression, self-injury, impulsivity, anxiety, extreme food selectivity, insomnia) and medical conditions (e.g., seizure disorder, gastrointestinal disturbance) are also common. Although ASD almost always persists across the lifespan, early intervention can alleviate symptoms (Rogers & Vismara, 2008).ASD has a prenatal origin related to genetic risk and environmental events; however, the precise etiology has not been determined (Volkmar, Paul, Rogers, & Pelphrey, 2014). Although once considered rare, ASD is now estimated to occur in approximately 1 in 68 individuals (Autism and Developmental Disabilities Monitoring Network, 2014). It remains unknown whethe...

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“…Early interventions that provide parenting strategies through psychoeducational programs have significantly decreased parental stress in these families (Feinberg et al, 2014; Tonge et al, 2006). Although effects of psychoeducational approaches on child outcomes are rarely tested, a recent study found that a parent education and counseling program that included behavior management strategies helped to improve child adaptive behaviors (Tonge, Brereton, Kiomall, Mackinnon, & Rinehart, 2014). Thus, the combination of counseling and education for ASD-specific parenting strategies may be effective for improving both parent and child outcomes.…”

mentioning

confidence: 99%

Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism.

Kasari

Gulsrud

Paparella

et al. 2015

Journal of Consulting and Clinical Psychology

313

238

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Objective This study compared effects of two parent-mediated interventions on joint engagement outcomes as augmentations of an early intervention program for toddlers with autism spectrum disorder (ASD). Method Participants included 86 toddlers (range 22 – 36 months) with ASD and their primary caregiver. Caregiver-child dyads were randomized to receive ten weeks of hands-on parent training in a naturalistic, developmental behavioral intervention (Joint Attention, Symbolic Play, Engagement and Regulation—JASPER) or a parent-only psychoeducational intervention (PEI). Dose was controlled in terms of researcher-parent contact and early intervention services received by the child. Results Results yielded significant effects of the JASPER intervention on the primary outcome of joint engagement. The treatment effect was large (Cohen’s f2=.69).and maintained over the six-month follow-up. JASPER effects were also found on secondary outcomes of play diversity, highest play level achieved, and generalization to the child’s classroom for child-initiated joint engagement. The PEI intervention was found to be effective in reducing parenting stress associated with child characteristics. All secondary effects were generally small to moderate. Conclusions These data highlight the benefit of a brief, targeted, parent-mediated intervention on child outcomes. Future studies may consider the combination of JASPER and PEI treatments for optimal parent and child outcomes. Trial registry # NCT00999778.

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A randomised group comparison controlled trial of ‘preschoolers with autism’: A parent education and skills training intervention for young children with autistic disorder

Cited by 90 publications

References 42 publications

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Parent Training in Autism Spectrum Disorder: What’s in a Name?

Evidence Base Update for Autism Spectrum Disorder

Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism.

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