Parent-mediated cognitive behavioural therapy for young children with high-functioning autism spectrum disorder and anxiety: a randomized control trial

Cook, Jennifer; Donovan, Caroline L.; Garnett, Michelle

doi:10.1080/03004430.2017.1303684

Cited by 25 publications

(35 citation statements)

References 47 publications

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“…Table 3 presents a list of 45 factors pertaining to children and parents examined across studies, which are categorized descriptively as broad (e.g., age, nonverbal ability, ASD severity), fine-grained (e.g., joint attention, imitation), and contextual (e.g., service access during trials, intervention hours) factors. Brian et al [2016] × 10 × 27,28 Brian et al [2017] × 2 × 10 × 27,28 Byford et al [2015] × 7 × 11 × 24 × 26 × 27 × 37 Carter et al [2011] × 28 Casenhiser et al [2013] × 28, 29 Chiang et al [2016] ✓ 12 × 13 × 27,28 Cook et al [2017] × 1 × 23 ✓ 30 × 31 Green et al [2010] × 7 × 11 × 24 × 26 × 27 Gulsrud et al [2016] × 33 Hardan et al [2015] ✓ 3 ✓ 14 ✓ 15 × 27,28 × 34 Harrop et al [2017] × 33 Ingersoll et al [2016] × 37 Kasari et al [2015] × 33 Kasari et al [2014] ✓ 11 × 28 Kasari et al [2010] × 28 Kuravackel et al [2017] × Note. ✓ = inclusion; × = exclusion.…”

Section: Potential Mediating and Moderating Factorsmentioning

confidence: 99%

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

et al. 2019

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Parent mediated interventions have the potential to positively influence the interactions and developmental outcomes of children with autism spectrum disorder (ASD). However, a range of factors relating to children, parents and caregivers, and study design may impact on outcomes and thus the generalizability of these interventions to the broader community. The objective of this review was to examine factors that may influence the feasibility, appropriateness, effectiveness, and generalizability of parent mediated interventions for children with ASD. We conducted a systematic review, yielding 41 articles. There was substantial variability in the intervention type, intensity, and study quality. Notably, 46 different inclusion/exclusion criteria were reported across studies including factors relating to children's development, access to other services, comorbidities, parental factors, and access to the intervention. Fifteen articles included examination of 45 different factors potentially associated with, or influencing, intervention outcomes including child (e.g., language skills, ASD severity, cognition) and parent (e.g., adherence and fidelity, education) factors. Although there is clear evidence for an increasingly sophisticated (e.g., systematic phased research for some interventions) and diverse (e.g., studies in geographical diverse contexts including low-resource communities) approach to research examining parent mediated interventions, there remains a need for improved study quality and measurement consistency in research, including a detailed examination of factors that may predict, moderate, and mediate intervention effectiveness for children and their parents.Lay Summary: Parent mediated interventions-in which parents adapt their own behavior or deliver interventions to help their children learn-appear to be effective for some children with autism spectrum disorder. In this review, we identified a range of child, parent, and study design factors that may influence intervention outcomes and ultimately the uptake of these approaches in the community. We suggest that research in this area could be further improved by ensuring that studies include diverse groups of children and parents, and by using study designs that help to establish not only if interventions work, but for whom they work best and why.

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Section: Potential Mediating and Moderating Factorsmentioning

confidence: 99%

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

et al. 2019

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“…The mean number of sessions was 53.29 (SD = 158.07), ranging from 5 [29] to 834 [23] sessions, while this information was not reported by two studies [33]. Duration of each session was averaged at 130.63 minutes (SD = 281.47) and ranged from 10 minutes (daily) to 1500 minutes per week [26,27], and was not reported by two studies[33]. Mean duration for program was 22.62 weeks (SD = 33.34), lasting a minimum of 6 weeks [34] and maximum of 182.50 weeks [23].…”

Section: Resultsmentioning

confidence: 99%

“…Mean duration for program was 22.62 weeks (SD = 33.34), lasting a minimum of 6 weeks [34] and maximum of 182.50 weeks [23]. Booster sessions were conducted in a total of six trials [26,27,29,35] (Brian and Matthews). These variables are reported in greater detail in Table 2.…”

Section: Resultsmentioning

confidence: 99%

“…The content of the included interventions differed in their theoretical orientation: Cooka et al (2017) employed cognitive behavioral strategies (CBT) [27]; Social Emotional NeuroScience Endocrinology (SENSE) theater (sensory stimulation and creative techniques including theater) [26,36]; family mediated Preschool Autism Communication Trial (PACT) and Parent-mediated intervention for Autism Spectrum Disorders in South Asia (PASS) program (pragmatic language development) [6,35]; Project Impact (Communication/Pragmatic language) [31]; Peer interventions (Communication/pragmatic language intervention)[31,34]; Qigong Sensory Treatment (QST) home program (Communication/pragmatic language development) [37]; Qigong massage (sensory stimulation) [24,25]; Joint Attention, Symbolic Play, Engagement, and Regulation programme (JASPER) (behavioral/pragmatic language & communication)[38–40]; Play project (behavioural, pragmatic language and communication)[9]; LEAP project i.e. Learning Experiences and Alternative Program for Preschoolers and Their Parents (behavioral, creative, pragmatic language training) [23]; Hanen’s “more than words” intervention program (behavioral, pragmatic language) [32,33]; Peer network intervention procedure (communication) [41]; family centered music therapy (Creative and pragmatic language training)[28]; The Managing Repetitive Behaviours Programme (Behavioural and psychoducational) [42]; psychoeducation program autism preschool program (behavioural & psychoeducation) [21] and the Video-feedback Intervention to promote Positive Parenting (behavioural & pragmatic language intervention) adapted for Autism by Poslawsky et al [29]; Social ABCs (communication, behavioral); PASS plus (pragmatic language, behavioral and sensory stimulation); enhancing interactions tutorial (communication, behavioral); Social Tools And Rules for Teens socialization (START) intervention (communication); COMPASS for Hope (communication); PEERS curriculum (communication); Therapeutic Out-come By You (TOBY) application (communication, pragmatic language and sensory stimulation).…”

Section: Resultsmentioning

confidence: 99%

“…Cook et al, (2017) was the sole RCT reporting the effectiveness of CBT based intervention programs among the children with autism [27]. It focused on psychoeducation, assessment, recognition and understanding of affect and cognitive schema, CBT based coping and relaxation exercises.…”

Section: Resultsmentioning

confidence: 99%

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Implementation and effectiveness of non-specialist mediated interventions for children with Autism Spectrum Disorder: A systematic review and meta-analysis

et al. 2019

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IntroductionIn recent years, several non-specialist mediated interventions have been developed and tested to address problematic symptoms associated with autism. These can be implemented with a fraction of cost required for specialist delivered interventions. This review represents a robust evidence of clinical effectiveness of these interventions in improving the social, motor and communication deficits among children with autism.MethodsAn electronic search was conducted in eight academic databases from their inception to 31st December 2018. A total of 31 randomized controlled trials were published post-2010 while only 2 were published prior to it. Outcomes pertaining to communication, social skills and caregiver-child relationship were meta-analyzed when reported in > 2 studies.ResultsA significant improvement was noted in child distress (SMD = 0.55), communication (SMD = 0.23), expressive language (SMD = 0.47), joint engagement (SMD = 0.63), motor skills (SMD = 0.25), parental distress (SMD = 0.33) parental self-efficacy (SMD = 0.42) parent-child relationship (SMD = 0.67) repetitive behaviors (SMD = 0.33), self-regulation (SMD = 0.54), social skills (SMD = 0.53) symptom severity (SMD = 0.44) and visual reception (SMD = 0.29).ConclusionNon-specialist mediated interventions for autism spectrum disorder demonstrate effectiveness across a range of outcomes for children with autism and their caregivers.

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A Scoping Review of Anxiety in Young Children with Autism Spectrum Disorder

et al. 2020

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Research on anxiety in children and adolescents with autism spectrum disorder (ASD) has burgeoned in the past 15 years. Most of the research has focused on school-age children, ages 6 to 18 years. Yet, recent studies suggest that anxiety can emerge in young children, under 6 years, with ASD. This scoping review synthesized the literature on anxiety in young children with ASD. Three domains of anxiety research were reviewed: (a) prevalence/severity, phenomenology, and course; (b) correlates; and (c) treatment. Four online databases were searched from the start of the database until March 2020. Keywords pertaining to anxiety, autism, and young children were entered. The search identified 44 articles for inclusion. These studies varied with respect to sample source, informants, and measures to assess anxiety. The overall prevalence of anxiety ranged from 1.6 to 62%. Sixteen of 17 studies found that young children with ASD had higher levels of anxiety compared to various control groups. A variety of DSM anxiety symptoms and disorders were present in young children with the most common symptoms being specific, social, and generalized fears. Correlates of anxiety included sensory over-responsivity, sleep disturbance, aggression/defiance, and attention deficit/hyperactivity disorder. Three cognitive behavioral treatment studies for anxiety and one developmental intervention targeting ASD symptoms showed promise in reducing anxiety. Findings indicate an early emergence of anxiety in some children with ASD. Further research on the measurement, pathophysiology, and treatment of anxiety in early childhood is critical to improving outcomes in children with ASD.

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Parent-mediated cognitive behavioural therapy for young children with high-functioning autism spectrum disorder and anxiety: a randomized control trial

Cited by 25 publications

References 47 publications

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

Systematic review of factors that may influence the outcomes and generalizability of parent‐mediated interventions for young children with autism spectrum disorder

Implementation and effectiveness of non-specialist mediated interventions for children with Autism Spectrum Disorder: A systematic review and meta-analysis

A Scoping Review of Anxiety in Young Children with Autism Spectrum Disorder

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