A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms

Carter, Alice S.; Messinger, Daniel S.; Stone, Wendy L.; Çelimli, Şeniz; Nahmias, Allison S.; Yoder, Paul J.

doi:10.1111/j.1469-7610.2011.02395.x

Cited by 333 publications

(407 citation statements)

References 37 publications

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“…One study compared the Hanen More Than Words intervention, delivered by speech and language therapists, to community practice as usual. The experimental intervention group failed to separate on parent and child outcomes from the community control group at the end of treatment and at follow-up five months later (Carter et al, 2011). One possible reason for this result is that the intervention was delivered in a group format with little hands-on, individualized intervention with parents and children.…”

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confidence: 84%

Randomized controlled trial of parental responsiveness intervention for toddlers at high risk for autism

Kasari

Siller

Huynh

et al. 2014

Infant Behavior and Development

108

143

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This study tested the effects of a parent-mediated intervention on parental responsiveness with their toddlers at high risk for an autism spectrum disorder (ASD).Participants included caregivers and their 66 toddlers at high risk for ASD. Caregivers were randomized to 12 sessions of an individualized parent education intervention aimed at improving parental responsiveness or to a monitoring control group involving 4 sessions of behavioral support. Parental responsiveness and child outcomes were measured at three time points: at beginning and end of the 3-month treatment and at 12-months post-study entry. Parental responsiveness improved significantly in the treatment group but not the control group. However, parental responsiveness was not fully maintained at follow up. There were no treatment effects on child outcomes of joint attention or language. Children in both groups made significant developmental gains in cognition and language skills over one year. These results support parental responsiveness as an important intervention target given its general association with child outcomes in the extant literature; however, additional supports are likely needed to fully maintain the treatment effect and to affect child outcomes.

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mentioning

confidence: 84%

Randomized controlled trial of parental responsiveness intervention for toddlers at high risk for autism

Kasari

Siller

Huynh

et al. 2014

Infant Behavior and Development

108

143

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“…Group-ESI is similar to other group parent interventions held once per week in a clinic [26][27][28] and contrasts with individual-ESI, which was offered in individual sessions 2 or 3 times per week, with 2 at home. Taken together, these findings support the differential efficacy of individual-ESI on some child outcomes compared with group-ESI.…”

Section: Discussionmentioning

confidence: 99%

“…[26][27][28] The 2 RCTs of young toddlers did not find significant effects on child outcomes, but both had limited sessions (11)(12). 26,28 Parent-implemented interventions offering $18 sessions were more promising, with significant effects on targeted parent changes. 22,23,27 The 1 treatment offered at home found differential effects on expressive language.…”

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confidence: 99%

Parent-Implemented Social Intervention for Toddlers With Autism: An RCT

et al. 2014

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OBJECTIVES: To compare the effects of two 9-month parent-implemented interventions within the Early Social Interaction (ESI) Project. Both individual-ESI, offered 2 or 3 times per week at home or in the community, and group-ESI, offered once per week in a clinic, taught parents how to embed strategies to support social communication throughout everyday activities. METHODS: Participants in the randomized controlled trial included 82 children diagnosed with autism spectrum disorder at 16 to 20 months. Children were matched on pretreatment nonverbal developmental level and pairs were randomly assigned to treatment condition. Child outcomes included measures of social communication, autism symptoms, adaptive behavior, and developmental level. Child outcomes are reported from baseline to the end of the 9-month interventions. RESULTS: Children in individual-ESI showed differential change on a standardized examiner-administered observational measure of social communication, as they improved at a faster rate than children in group-ESI. Individual-ESI also showed differential efficacy on a parent report measure of communication, daily living, and social skills, as they showed improvement or stability, whereas group-ESI led to worsening or no significant change on these skills. Finally, individual-ESI showed differential change on examiner-administered measures of receptive language skills, as children in individual-ESI improved significantly, whereas group-ESI showed no change. CONCLUSIONS: These findings support the efficacy of individual-ESI compared with group-ESI on child outcomes, suggesting the importance of individualized parent coaching in natural environments. The efficacy of a parent-implemented intervention using little professional time has potential for community viability, which is particularly important in light of the lack of main effects on child outcomes of most other parent-implemented interventions.

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“…Sessions were always offered on a one on one basis. It is a holistic intervention programme which is a combined approach adopted from several standard evidence based practices such as, 'More Than Words' 'Applied Behaviour Analysis (ABA)', 'Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH)' and 'Picture Exchange Communication System (PECS)' which are commonly used by the developed countries for the ASD children and have demonstrated positive outcomes [7][8][9][10][11] . The therapists offered hands on demonstration of the specific techniques to the parents and provide an individual activity plan for every child according to his specific needs, strengths and difficulties 10 .…”

Section: Methodsmentioning

confidence: 99%

“…For example, improved communication with children and better parent-child interaction is found when they have utilized the best opportunity to work with their children in their natural environment at home. Establishing therapeutic centre and special school for children with ASD all over the country in Bangladesh at this moment is difficult and cost effective as because Bangladesh has still a limited number of experts in this field and also it is a resource poor country 6 7 . It teaches practical and specific strategies to parents of young children with autism to use during everyday routines to enhance and facilitate their communication skills, and also aims to improve parent-child interactions.…”

Section: Introductionmentioning

confidence: 99%

Outcomes of An Early Intervention Programme on Children with Autism Spectrum Disorders

Zaman

Das

Chowdhury

2018

Chatt Maa Shi Hosp Med Coll J

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Background: Autism Spectrum Disorders (ASD) is becoming global problem as it is being diagnosed very frequently amongst the non communicable diseases. Lack of socialization, communication skill and behavioural abnormality are the main problem belongs to the disease. Cornerstone of the management is based on early intervention program directed to improve the communication and socialization skill. In Bangladesh different early intervention strategies are implicated adopting from evidence based practices in the developed countries. To determine the effect of early intervention program on the improvement of socialization and communication skills of children with ASD who attended an early intervention programme at the

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A randomized controlled trial of Hanen’s ‘More Than Words’ in toddlers with early autism symptoms

Cited by 333 publications

References 37 publications

Randomized controlled trial of parental responsiveness intervention for toddlers at high risk for autism

Randomized controlled trial of parental responsiveness intervention for toddlers at high risk for autism

Parent-Implemented Social Intervention for Toddlers With Autism: An RCT

Outcomes of An Early Intervention Programme on Children with Autism Spectrum Disorders

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