Randomized Controlled Trial of the Focus Parent Training for Toddlers with Autism: 1-Year Outcome

Oosterling, Iris J.; Visser, Janne C.; Swinkels, Sophie H. N.; Rommelse, Nanda; Donders, Rogier; Woudenberg, Tim; Roos, Sascha; Gaag, Rutger Jan van der; Buitelaar, Jan K.

doi:10.1007/s10803-010-1004-0

Cited by 122 publications

(106 citation statements)

References 31 publications

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“…In an RCT, Hanen's More Than Words did not reliably change child behaviors , although it was associated with improvements in parental synchrony with the child (i.e., matching the child's behavior and affect). An additional RCT showed changes solely in parent outcomes (Keen, Couzens, Muspratt, & Rodger, 2010); another found no changes in either parent or child outcomes (Oosterling et al, 2010). Overall, outcomes tend to be more positive for parent behavior than child behavior Venker, McDuffie, Weismer, & Abbeduto, 2012).…”

Section: Dsp Parent Trainingmentioning

confidence: 98%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

281

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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Section: Dsp Parent Trainingmentioning

confidence: 98%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

281

170

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“…Thus, the outcomes of screening may not simply berelatedtothemeasurementproperties of a tool but also to the successful implementation of other aspects to the overall care pathway for children with suspected ASD. 17,84 As such, researchers should explicitly define their screening strategy (ie, the screening instrument plus collateral changes to the system of care) as well as the outcomes of interest, and evaluate the effectiveness of these strategies in real-life community settings by using randomized designs. Randomized designs have become the standard in other ASD intervention research (eg, Dawson et al 5 ) and in other public health screening interventions.…”

Section: Lack Of Office-based Systems For Making Referrals and Monitomentioning

confidence: 99%

Early Screening of Autism Spectrum Disorder: Recommendations for Practice and Research

et al. 2015

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This article reviews current evidence for autism spectrum disorder (ASD) screening based on peer-reviewed articles published to December 2013. Screening provides a standardized process to ensure that children are systematically monitored for early signs of ASD to promote earlier diagnosis. The current review indicates that screening in children aged 18 to 24 months can assist in early detection, consistent with current American Academy of Pediatrics' recommendations. We identify ASD-specific and broadband screening tools that have been ev-aluated in large community samples which show particular promise in terms of accurate classification and clinical utility. We also suggest strategies to help overcome challenges to implementing ASD screening in community practice, as well as priorities for future research. Pediatrics 2015;136:S41-S59

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“…In five trials [33][34][35][36][37], a reliable change index [38] was used to identify whether a proportion of participants had deteriorated. Six trials [39][40][41][42][43][44] used the clinical global impression of improvement (CGI-I) [45], which is a clinician-administered scale ranging from 1 (very much improved) to 7 (very much worse). However, only three of these reports included information about the proportion of participants that deteriorated [39,40,44].…”

Section: Accepted M Manuscriptmentioning

confidence: 99%

“…Six trials [39][40][41][42][43][44] used the clinical global impression of improvement (CGI-I) [45], which is a clinician-administered scale ranging from 1 (very much improved) to 7 (very much worse). However, only three of these reports included information about the proportion of participants that deteriorated [39,40,44]. Two trials evaluated an intervention for patients with dementia and their caregivers [46,47], and assessed change in caregivers on a scale ranging from 1 (got much worse) to 5 (improved a lot).…”

Section: Accepted M Manuscriptmentioning

confidence: 99%