Development of a parent training program for children with pervasive developmental disorders

Johnson, Cynthia R.; Handen, Benjamin L.; Butter, Eric; Wagner, Ann E.; Mulick, James A.; Sukhodolsky, Denis G.; Williams, Susan K.; Swiezy, Naomi B.; Arnold, L. Eugene; Aman, Michael G.; Scahill, Lawrence; Stigler, Kimberly A.; McDougle, Christopher J.; Vitiello, Benedetto; Smith, Tristram

doi:10.1002/bin.237

Cited by 71 publications

(68 citation statements)

References 61 publications

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“…Thus, total expense for a full year of services was about $8000, with subsequent years costing only $2400. These costs are substantially lower than the annual cost of $60 000 for professionally implemented intensive behavioral intervention reported in 2003 by Butter et alThe GIFT program bears similarity to Schreibman and Koegel's (2005) The Research Units on Pediatric Psychopharmacology (RUPP) Autism Network recently developed a 16-week, behavior analytic parent-training model to examine the efficacy of combined pharmacological and behavioral treatment (Johnson et al, 2007b; RUPP Autism Network, 2007). Like the GIFT program, the RUPP protocol focuses on teaching functional communication, reducing problem behaviors, developing new skills, and promoting generalization.…”

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confidence: 86%

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Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders

Anan

Warner

McGillivary

et al. 2008

Behavioral Interventions

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Early, intensive behavioral intervention is effective in treating children with autism spectrum disorders (ASDs), but can be cost prohibitive. Expenses may be defrayed if children can benefit from parents acting as therapists. This quantitative case series examines the efficacy of the Group Intensive Family Training (GIFT) program, a 12-week (180 h, delivered 3 h each weekday) parent-training for preschoolers with ASDs. Parents were individually mentored in the hands-on application of behavior analytic techniques, implementing these skills in vivo within a group of six parent-child dyads. Seventy-two parents and children (ages 25-68 months) with ASDs participated in this study. Children's cognitive and adaptive functioning was assessed before and after the intervention program. Analyses revealed average gains of eight standard score points on the Mullen Early Learning Composite and five standard score points on the Vineland Adaptive Behavior Composite after 12 weeks of treatment. Additionally, 14% and 11% of the children moved from the 'impaired' to 'non-impaired' range on Mullen and Vineland composite scores, respectively. This preliminary investigation suggests that GIFT's behavioral, group parent-training can lead to significant, yet cost-and time-efficient gains for children with ASDs. Results must be interpreted with caution because of the absence of a control group. Copyright # 2008 John Wiley & Sons, Ltd. INTRODUCTIONParents and professionals alike are increasingly concerned with the rising rates of individuals diagnosed with autism spectrum disorders (ASDs), an often disabling continuum of neuro-developmental conditions (Fombonne, 2003). Autism's core symptoms include a reduced capacity for reciprocal social interaction, qualitative impairments in verbal and nonverbal communication, and the presence of restricted or repetitive patterns of behavior (Volkmar & Cohen, 2005). Especially in the absence of effective treatment, young children with autism often develop increasingly problematic behavior, including disruptive actions, aggression, and self-injury (Durand, 1990).Fortunately, more clinicians now routinely screen for ASDs in younger patients, allowing diagnosis in children as young as 18-24 months (Johnson, Myers, & American Academy of Pediatrics, Council on Children with Disabilities, 2007a;Matson, Wilkins, & Gonzalez, 2008). The primary goal of early diagnosis is early intervention, which is particularly important in light of negative correlations between age at onset of intervention and treatment gains (Fenske, Zalinski, Krantz, & McClannahan, 1985). The National Research Council, Committee on Educational Interventions for Children with Autism (2001) reports that children who receive individualized, intensive intervention starting at an early age show the most dramatic treatment response. Their guidelines recommend preschoolers receive a minimum of 25 h of treatment a week, year-round.Treatment programs applying behavioral principles have received strong empirical support (Cohen, Amerine-Dickens & S...

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confidence: 86%

“…Authors of recently published work in this area (Johnson et al, 2007b;RUPP Autism Network, 2007) urge the development of comprehensive, structured parent-training programs. For such programs to be effective, they must provide intensive, 'hands-on' teaching and include follow-up to maintain the quality of parent-implemented intervention.…”

Section: Introductionmentioning

confidence: 98%

Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders

Anan

Warner

McGillivary

et al. 2008

Behavioral Interventions

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“…To date, 1 published study has used a combined approach for children with ASD, but see clinicaltrials.gov for current ongoing research using combined medication and behavioral approaches [63]. Aman et al [63] primarily targeted aggression in a trial of risperdone and parent training, but the combined treatment effects on hyperactivity were also examined [63,64]. A manual, individually administered parent training was developed by enhancing standard behavioral training with ASD-specific strategies, such as using visual strategies, allowing more time for discussion of generalization and maintenance, and allowing 2 individualized sessions [64].…”

Section: Psychosocial Interventionsmentioning

confidence: 99%

“…Aman et al [63] primarily targeted aggression in a trial of risperdone and parent training, but the combined treatment effects on hyperactivity were also examined [63,64]. A manual, individually administered parent training was developed by enhancing standard behavioral training with ASD-specific strategies, such as using visual strategies, allowing more time for discussion of generalization and maintenance, and allowing 2 individualized sessions [64]. Results indicated that children who received parent training in addition to pharmacological treatment (i.e., risperidone) had lower rates of aggression and greater reductions in hyperactivity as compared to children who only received medication [63].…”

Section: Psychosocial Interventionsmentioning

confidence: 99%

Treatment for Co-Occurring Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

2012

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Interest in the co-occurrence of attention deficit/ hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) has grown in the last decade. Research on clinical populations supports the frequent co-occurrence of ADHD traits (e.g., hyperactivity) in individuals with ASD and ASD traits (e.g., social communication deficits) in individuals with ADHD. Similar trends in co-occurring traits have been observed in population-based samples, as well as family and genetic studies of affected individuals. Despite increased interest in co-occurring ADHD and ASD, relatively little research has been devoted to treatment considerations. The vast majority of intervention research has examined pharmacological treatment using traditional ADHD medications. Relatively few psychosocial interventions have directly addressed co-occurring symptoms. Treatment development will benefit from enhanced understanding of the phenomenon of co-occurring ADHD and ASD. Key topics for future research include examining developmental trajectories of co-occurring disorders, comorbid psychiatric conditions, deficits in social skills, and the nature of executive functioning impairment in individuals with cooccurring ADHD and ASD. In the current review, research in these areas is reviewed along with recommendation for future study. Given that clinicians are routinely observing and treating individuals with co-occurring symptoms, further research will yield needed information to inform intervention development and maximize benefits for affected individuals.

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“…Problem behaviors in children with ASD may include physical aggression, hyperactivity, temper tantrums, noncompliance, and self-injury (Aman et al 2009;Gadow et al 2005;Hartley et al 2008;Lecavalier 2006). Furthermore, disruptive behaviors can interfere with language development, educational or therapy environments, and the child's ability to appropriately interact with others, which can ultimately affect the child's academics and acquisition of adaptive skills (Bearss et al 2013;Johnson et al 2007). …”

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confidence: 99%

Examination of Parental Tolerance Among Parents of Young Children with and without ASD

VanOrmer

Edwards

Zlomke

et al. 2018

Adv Neurodev Disord

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Parental tolerance reflects the degree that parents tend to be bothered by childhood behavior. Parental tolerance of childhood disruptive behaviors is an important factor in shaping discipline practices employed by parents in reaction to childhood disruptive behavior. Numerous factors are hypothesized to influence parental tolerance, such as child gender and the presence of developmental delays or other psychiatric conditions. However, little research has explored the variations in parental tolerance across families of children with and without developmental delays. The current study sought to replicate previous findings on gender differences within parental tolerance in a neurotypical sample, as well as assess differences in parental tolerance in families of children with autism spectrum disorder (ASD). MANOVA results revealed that parental tolerance of childhood misbehaviors significantly differed based on ASD status. Results demonstrated that parents of children with ASD were more tolerant overall of childhood disruptive behaviors compared to children without ASD. The findings from the study reveal important factors that could potentially affect parental tolerance.

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Development of a parent training program for children with pervasive developmental disorders

Cited by 71 publications

References 61 publications

Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders

Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders

Treatment for Co-Occurring Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Examination of Parental Tolerance Among Parents of Young Children with and without ASD

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