An interventional study of Prevent-Teach-Reinforce Model and Individual Parent Training Session in Child Development Disorders, Pervasive, sponsored by Université de Montréal. Completed at 3 sites in Canada. Open to participants aged Up to 12 Years. Per ClinicalTrials.gov, last updated 2016-10-25.
Sponsored by Université de Montréal · Not applicable, Interventional, and Treatment
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.
1,727 studies on the registry are indexed under Autism Spectrum Disorder; 504 are open to participants now.
This study's enrollment of 42 is below the median of 52 across 1,370 interventional studies indexed under Autism Spectrum Disorder.
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Exclusion Criteria:
The Prevent-Teach-Reinforce Model will be implemented with families in their home settings.
Behavioral: Prevent-Teach-Reinforce Model
Each child's parent will participate in one 2- to 3-hour individual parent training session on the assessment and treatment of problem behavior in children with autism spectrum disorders.
Other: Individual Parent Training Session
Implementation of the model once to twice per week over a period of 8 weeks
One 2- to 3-hour individual parent training session on the assessment and treatment of problem behavior
Change from baseline in parental report of problem behavior at 8 weeks
Problem behavior scale of the Problem Behavior Inventory
Time frame: Prior to the start of the intervention and 8 weeks later
Change from baseline in quality of life at 8 weeks
Beach Center Family Quality of Life Scale
Time frame: Prior to the start of the intervention and 8 weeks later
Change from baseline in parental report of stress at 20 weeks
Parenting Stress Index Short Form
Time frame: Prior to the start of the intervention and 20 weeks later
Change from baseline in parental report of stress at 8 weeks
Parenting Stress Index Short Form
Time frame: Prior to the start of the intervention and 8 weeks later
Change from baseline in quality of life at 20 weeks
Beach Center Family Quality of Life Scale
Time frame: Prior to the start of the intervention and 20 weeks later
Social validity of the intervention
Treatment Acceptability Rating Form - Revised
Time frame: After 8 weeks of intervention
Change from baseline in parental report of problem behavior at 20 weeks
Problem behavior scale of the Problem Behavior Inventory
Time frame: Prior to the start of the intervention and 20 weeks later
Change from baseline in parental report of positive social behavior at 20 weeks
Positive social behavior scale of the Nisonger Child Behavior Rating Form
Time frame: Prior to the start of the intervention and 20 weeks later
Change from baseline in parental report of positive social behavior at 8 weeks
Positive social behavior scale of the Nisonger Child Behavior Rating Form
Time frame: Prior to the start of the intervention and 8 weeks later
This study is completed, as verified in Oct 2016. You cannot join it, but the record below documents what was studied.
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Université de Montréal