A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism

Hardan, Antonio Y.; Gengoux, Grace; Berquist, Kari L.; Libove, Robin A.; Ardel, Christina M.; Phillips, Jennifer M.; Frazier, Thomas; Minjarez, Mendy

doi:10.1111/jcpp.12354

Cited by 155 publications

(186 citation statements)

References 40 publications

(54 reference statements)

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“…Low intensity programs may include brief consultation with a care coordinator or bi-monthly meetings with a therapist. Other more intensive programs may include 60 to 90 minute weekly outpatient or in-home sessions (Bearss, Johnson, Handen, Smith & Scahill, 2013; Hardan et al, 2014; Kasari et al, 2014). High intensity programs may involve multiple sessions a week or day treatment (Dawson et al, 2010; Sharp et al, 2009; Wong & Kwan, 2010).…”

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

“…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%

“…Currently, most parenting interventions in ASD focus on core features, such as socialization and communication or imitation skills (Carter et al, 2011; Drew et al, 2002; Green et al, 2010; Hardan et al, 2014; Ingersoll & Gergans, 2007; Kasari et al, 2010, 2014; Oosterling et al, 2010; Rogers et al, 2012). For example, in Schultz, Schmit & Stichter’s (2011) review, nearly half of the 30 parent training studies identified focused on communication as the primary target for intervention.…”

Section: Parent Training – Characterizing the Labelmentioning

confidence: 99%

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

Bearss

Burrell

Stewart

et al. 2015

Clin Child Fam Psychol Rev

159

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%

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

159

111

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“…One RCT (Hardan et al, 2014) compared parent-implemented PRT to a group-based psychoeducation control. Results suggested that the parent training group was associated with improvements in spoken language on experimental and standardized measures, as well as improvements in global social-communication functioning.…”

Section: Aba Parent Trainingmentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

278

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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“…We identified 2 additonal studies of EIBI (118,119), one of TEACCH (120), four of social skills training (121)(122)(123)(124), and five of interventions involving significant others related to the parent-mediated treatment of children with ASD (excluding EIBI) (125)(126)(127)(128)(129). All studies reported findings that were in favor of the respective intervention method evaluated, with small to large effect sizes; however, study samples were mostly small to medium large (i.e., N = 11 to N = 86).…”

Section: Crude Search Update On Randomized Controlled Studies Of All mentioning

confidence: 99%

A Systematic Review of Social Communication and Interaction Interventions for Patients with Autism Spectrum Disorder

Hirvikoski

Jönsson

Halldner

et al. 2014

Scandinavian Journal of Child and Adolescent Psychiatry and Psychology

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Background: Autism spectrum disorder (ASD) is currently not curable, but it may be malleable to varying degrees in response to different interventions to improve outcomes. Objective: We conducted a systematic review of interventions aimed at ameliorating social communication impairments in patients with ASD. This study was registered in the International Prospective Register of Systematic Reviews (no. CRD42013003780). Methods: We focused on the ASD interventions that are frequently applied in Swedish clincial practice to address ASD. To ensure stakeholder involvement, we also conducted two surveys with three major Swedish ASD interest organizations to assess perceived research priorities for ASD treatment. With the use of this rationale for selection, Early Intensive Behavioral Intervention [EIBI], Treatment and Education of Autistic and Related Communication Handicapped Children [TEACCH], social skills training groups, and interventions that involved significant others were reviewed. A bibliographic search was conducted via five databases: Medline, PubMed, PsycInfo, CINAHL, and ERIC. Identified articles were screened for relevance by two independent reviewers, who also assessed the risk of bias in randomized controlled trials using systematic checklists. Results: A total of 7264 citations were identified as being published before February 2013, and 109 studies (18 of EIBI, 18 of social skills training, 4 of TEACCH, and 69 of interventions involving significant others) were included in the analysis. The included studies provided some support for the positive effects of each of the interventions; this is especially true if the most recently published research (March 2013 through August 2015) is considered, and a crude updated search for relevant randomized controlled trials was performed. The interventions that involve the significant others of individuals with ASD form a heterogenous area of treatment strategies that require subcategorization for future review. Conclusions: These findings provide preliminary support for treatments that are commonly used in clinical practice for the treatment of ASD in Sweden. However, larger and more rigorously designed and controlled studies are still needed before definitive conclusions regarding their effects can be made.

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A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism

Cited by 155 publications

References 40 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

A Systematic Review of Social Communication and Interaction Interventions for Patients with Autism Spectrum Disorder

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