Child Development Disorders, Pervasive
Conditions
Keywords
Autism spectrum disorder, Problem behavior
Brief summary
Children with autism spectrum disorders often engage in problem behaviors such as self-injury, destruction, aggression, and stereotypy. Prior research has clearly shown that these problem behaviors may interfere with learning, daily functioning, and social participation. As such, engaging in problem behaviors has a negative impact on the health and quality of life of children with autism spectrum disorders and their families. One promising solution to reduce problem behaviors in this population is the Prevent-Teach-Reinforce (PTR) model, which relies on the evidence-based practices of positive behavior support. Although the use of PTR has been gaining considerably support in schools, the model has never been evaluated as part of a rigorous large-scale study using parents as interventionists. Thus, the purpose of the project is to conduct an assessment of the effectiveness of a home-based version of the PTR model in reducing problem behaviors in children with autism spectrum disorders and in improving families' quality of life. Our hypotheses are that implementing the PTR will (a) produce larger reductions in problem behaviors than participating in an individual parent training session, (b) increase engagement in prosocial behaviors, (c) decrease parental stress, and (c) improve the quality of life of the family. The results of the study will allow an examination of whether PTR is an effective and acceptable model to reduce problem behaviors at home in this population. Given that problem behaviors incur high societal costs when they persist into adolescence and adulthood, the study may potentially lead to large cost reductions in the treatment of difficulties associated with autism spectrum disorders. By reducing engagement in problem behaviors, the implementation of the model may also promote and facilitate the social participation as well as improve the quality of life and health of children with autism spectrum disorders and their families.
Interventions
OTHERIndividual Parent Training Session
One 2- to 3-hour individual parent training session on the assessment and treatment of problem behavior
BEHAVIORALPrevent-Teach-Reinforce Model
Implementation of the model once to twice per week over a period of 8 weeks
Sponsors
Université de Montréal
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
No minimum to 12 Years
Healthy volunteers
No
Inclusion criteria
* Clinical diagnosis of autism spectrum disorder * Must exhibit problem behavior
Exclusion criteria
* Already receiving services to reduce problem behaviors at home
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline in parental report of problem behavior at 8 weeks | Prior to the start of the intervention and 8 weeks later | Problem behavior scale of the Problem Behavior Inventory |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline in parental report of stress at 20 weeks | Prior to the start of the intervention and 20 weeks later | Parenting Stress Index Short Form |
| Change from baseline in parental report of stress at 8 weeks | Prior to the start of the intervention and 8 weeks later | Parenting Stress Index Short Form |
| Change from baseline in quality of life at 20 weeks | Prior to the start of the intervention and 20 weeks later | Beach Center Family Quality of Life Scale |
| Change from baseline in quality of life at 8 weeks | Prior to the start of the intervention and 8 weeks later | Beach Center Family Quality of Life Scale |
| Change from baseline in parental report of problem behavior at 20 weeks | Prior to the start of the intervention and 20 weeks later | Problem behavior scale of the Problem Behavior Inventory |
| Change from baseline in parental report of positive social behavior at 20 weeks | Prior to the start of the intervention and 20 weeks later | Positive social behavior scale of the Nisonger Child Behavior Rating Form |
| Change from baseline in parental report of positive social behavior at 8 weeks | Prior to the start of the intervention and 8 weeks later | Positive social behavior scale of the Nisonger Child Behavior Rating Form |
| Social validity of the intervention | After 8 weeks of intervention | Treatment Acceptability Rating Form - Revised |
Countries
Canada
Outcome results
None listed