Effect of Parent Training vs Parent Education on Behavioral Problems in Children With Autism Spectrum Disorder

Bearss, Karen; Johnson, Cynthia R.; Smith, Tristram; Lecavalier, Luc; Swiezy, Naomi B.; Aman, Michael G.; McAdam, David B.; Butter, Eric; Stillitano, Charmaine; Minshawi, Noha F.; Sukhodolsky, Denis G.; Mruzek, Daniel W.; Turner, Kylan; Neal, Tiffany; Hallett, Victoria; Mulick, James A.; Green, Bryson; Handen, Benjamin L.; Deng, Yanhong; Dziura, James; Scahill, Lawrence David

doi:10.1001/jama.2015.3150

Cited by 332 publications

(291 citation statements)

References 22 publications

Supporting

Mentioning

268

Contrasting

Unclassified

Order By: Relevance

“…The methods and disruptive behavior outcomes were described in Bearss et al 13 Eligible children were randomly assigned in a 1:1 ratio to parent training (PT) or a structured parent education program (PEP) for 24 weeks.…”

Section: Methods Designmentioning

confidence: 99%

“…In this study, the independent evaluator, who was blind to treatment assignment, rated the CGI-I monthly during the randomized trial and at weeks 36 and 48 posttreatment. 13 In this report, we explore change in Vineland II scores with children having positive versus negative response on the CGI-I.…”

Section: Randomization and Blindingmentioning

confidence: 99%

“…13 Spreading PT sessions over 16 weeks provided scheduling flexibility and promoted delivery of the full dose of the PT program within the 24-week randomized trial (see Table S2, available online).…”

Section: Treatmentsmentioning

confidence: 99%

“…A detailed description of adverse events recording and results was included in a prior publication. 13 …”

Section: Adverse Eventsmentioning

confidence: 99%

“…11,12 More recently, we showed that parent training was superior to parent education in reducing disruptive and noncompliant behavior in young children with ASD. 13 Here, we test whether parent training is superior to parent education in improving daily living skills as M A N U S C R I P T…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Scahill

Bearss

Lecavalier³

et al. 2016

Journal of the American Academy of Child & Adolescent Psych

Self Cite

View full text Add to dashboard Cite

Objective: This study examined the impact of Parent Training on adaptive behavior in children with autism spectrum disorder (ASD) and disruptive behavior. Methods:This was a 24-week, six-site, randomized trial of parent training versus parent education in 180 children with ASD (age 3 to 7 years; 158 boys, 22 girls) and moderate or greater behavioral problems. Parent training included specific strategies to manage disruptive behavior over 11 to 13 sessions, 2 telephone boosters, and 2 home visits. Parent education provided useful information about autism, but no behavior management strategies over 12 core sessions and 1 home visit. In a previous report, we showed that parent training was superior to parent education in reducing disruptive behavior in young children with ASD. Here, we test whether parent training is superior to parent education in improving daily living skills as measured by the parent-rated Vineland Adaptive Behavior Scales II. The long-term impact of parent training on adaptive functioning is also presented. Conclusion:These results support the model that reduction in disruptive behavior can lead to improvement in activities of daily living. By contrast, the expected trajectory for adaptive behavior in children with ASD is often flat and predictably declines in children with intellectual disability. In the parent training group, higher-functioning children achieved significant gains in daily living skills. Children with intellectual disability kept pace with time.

show abstract

Section: Methods Designmentioning

confidence: 99%

Section: Randomization and Blindingmentioning

confidence: 99%

Section: Treatmentsmentioning

confidence: 99%

“…A detailed description of adverse events recording and results was included in a prior publication. 13 …”

Section: Adverse Eventsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Scahill

Bearss

Lecavalier³

et al. 2016

Journal of the American Academy of Child & Adolescent Psych

Self Cite

View full text Add to dashboard Cite

show abstract

Promising Forecast for Autism Spectrum Disorders

King

2015

JAMA

View full text Add to dashboard Cite

Controversy seems to follow autism like the tail on a kite. From the earliest descriptions of autism, clinicians questioned whether this disorder was an independent entity. For instance, in 1959, Bender 1 highlighted the imprecision of the term because many distinctly different etiological pathways could converge in the same disorder and concluded that autism was neither an etiological nor clinical entity. In contrast, in 1952 Van Krevelen's skepticism about the existence of autism was reversed when he encountered his first patient who was "as much like those described by Kanner as one raindrop is like another." 2 Others argued whether autism was psychogenic or hardwired in biology and suggested that factors as diverse as mothering 3 or the reticular formation 4 could be the common etiologic denominator. More recently, controversy continues and is reflected in changes in diagnostic criteria and the increasing recognition of heterogeneity that incorporates the word "spectrum" into the diagnosis. With each new prevalence estimate that suggests inexplicable and substantial increases in the number of children diagnosed with the disorder, 5 the urgency to better understand causation is amplified.Although the evidence is already abundant that no relationship exists in the general population between measles, mumps, and rubella (MMR) vaccine receipt and autism spectrum disorder (ASD) risk, 6 immunization rates remain low in certain populations and countries because of this inappropriate belief. Descriptions of autism contain histories of children who seemingly were suddenly affected by a catastrophic developmental event between 1 and 2 years of age-a time in proximity to a scheduled MMR immunization. It made sense knowing this temporal window to ask, "Could it be that, if all of the requisite genetic and other risks are present, MMR can lead to the development of autism?" If so, the population in which there might be such a signal would be families already affected by autism.In this issue of JAMA, Jain and colleagues 7 evaluated 2 questions in their large insurance claims database: does the incidence of ASD differ in younger siblings of affected children who are immunized with MMR vs those who are not? And, for the population as a whole, does the incidence of ASD vary as a function of MMR immunization status? The answer to both questions is no.In the report by Jain et al, 7 of 95 727 children with older siblings who were included in the study, 1929 had an older sibling with ASD and 994 children had ASD diagnosed. The relative risk of ASD at age 2 years was 0.76 (95% CI, 0.49-1.18) for children with older siblings with ASD and 0.91 (95% CI, 0.67-1.20) for children with older siblings without ASD.

show abstract

Effectiveness of Training Therapists to Deliver An Individualized Mental Health Intervention for Children With ASD in Publicly Funded Mental Health Services

et al. 2019

View full text Add to dashboard Cite

IMPORTANCE Publicly funded mental health services play an important role in addressing co-occurring mental health problems in children with autism spectrum disorder (ASD); however, therapists report lacking training to effectively serve this complex population. OBJECTIVE To test the effectiveness of training community therapists in An Individualized Mental Health Intervention for ASD (AIM HI) on challenging behaviors across 18 months among children with ASD and identify moderators and mediators of any intervention effects. DESIGN, SETTING, AND PARTICIPANTS Cluster randomized trial conducted in 29 publicly funded outpatient and school-based mental health programs in southern California from 2012 to 2017. Programs were randomized to receive immediate AIM HI training or provide usual care followed by receipt of AIM HI training. Therapist participants were recruited from enrolled programs, and child participants were recruited from participant therapists' caseloads. Data were analyzed from 202 children with ASD who were aged 5 to 13 years. INTERVENTIONS The AIM HI protocol is a package of parent-mediated and child-focused strategies aimed to reduce challenging behaviors in children with ASD who are 5 to 13 years old. It was designed for delivery in publicly funded mental health services based on a systematic assessment of therapist training needs and child clinical needs. The therapist training and consultation process takes approximately 6 months and includes an introductory workshop, 11 structured consultation meetings as the therapist delivers AIM HI with a current client, and case-specific performance feedback from trainers. MAIN OUTCOMES AND MEASURES Child participants were assessed for challenging behaviors using the Eyberg Child Behavior Inventory (ECBI) and Social Skills Improvement System (SSIS) Competing Problem Behaviors scales based on parent report at baseline and at 6-month intervals for 18 months. Outcomes were analyzed using intent-to-treat models. RESULTS In total, 202 children with ASD (mean [SD] age, 9.1 [2.4] years; 170 [84.2%] male; 121 [59.9%] Latinx) were eligible, enrolled, and included in the analyses. Statistically significant group by time interactions for the ECBI Intensity (B = −0.38; P = .02) and ECBI Problem (B = −1.00; P = .005) scales were observed, with significantly larger decreases in ECBI Intensity scores in the AIM HI group (B = −1.36; P < .001) relative to the usual care group (B = −0.98; P < .001) and a significantly larger decrease in ECBI Problem scores in the AIM HI group (B = −1.22; P < .001) relative to the usual care group (B = −0.20; P = .29). Therapist fidelity moderated these intervention effects. CONCLUSIONS AND RELEVANCE The present findings support the effectiveness of training therapists to deliver the AIM HI model to children with ASD receiving publicly funded mental health services.

show abstract

Effect of Parent Training vs Parent Education on Behavioral Problems in Children With Autism Spectrum Disorder

Cited by 332 publications

References 22 publications

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Promising Forecast for Autism Spectrum Disorders

Effectiveness of Training Therapists to Deliver An Individualized Mental Health Intervention for Children With ASD in Publicly Funded Mental Health Services

Contact Info

Product

Resources

About