An interventional study of Parent-Child-Interaction Therapy adapted for children with autism spectrum disorder (PCIT-A) and Early Start Denver Model (ESDM) intervention in Autism Spectrum Disorder, sponsored by Bruno Rhiner. Terminated at 1 site in Switzerland. Open to participants aged 24 Months to 59 Months. Per ClinicalTrials.gov, last updated 2024-12-05.
Sponsored by Bruno Rhiner · Not applicable, Interventional, and Treatment
Children with ASD often show disruptive behaviors. However, interventions that were specifically designed to improve these symptoms have not been sufficiently investigated, especially in children with level 1 to level 3 ASD. PCIT has large effects on externalizing behavior problems in children with disruptive behavior disorders. Recently PCIT was adapted for children with autism spectrum disorder (PCIT-A). ESDM is an evidence-based treatment for ASD but has not been investigated in combination with PCIT-A.
As primary aims, the investigators assess a) the effect of PCIT-A on disruptive behavior and b) the effect of ESDM on autism symptoms in toddlers and preschool children with ASD level 1 to 3. As secondary aims, the investigators evaluate a) the maintenance of the effect of PCIT-A one year after the end of intervention and b) the effect of both interventions on secondary outcomes (developmental level, intelligence, adaptive behavior, and parenting stress), c) the combined intervention effect of PCIT-A and ESDM depending on intervention overlap periods.
Autism spectrum disorder (ASD) is a life-long neurodevelopmental disorder with recognizable symptoms often beginning between one and two years of age and an estimated prevalence of about 0.6%. Both social communication deficits, and restrictive and repetitive behavior depict the core symptoms of ASD.
ESDM is an evidence-based treatment for ASD. A recent meta-analysis comprising 12 studies show favorable effects of ESDM on cognition and language with a moderate effect size, in contrast to control groups. ESDM showed to become cost-efficient within a few years after treatment as a result of less use of other health care services in the years following the intervention.
Children with ASD often show disruptive behaviors such as angry outbursts, irritability, aggressive and oppositional behaviors. However, interventions that were specifically designed to improve these symptoms have not been sufficiently investigated, especially in children with level 1 to level 3 ASD. PCIT has large effects on externalizing behavior problems in children with disruptive behavior disorders. Recently, PCIT was adapted for children with autism spectrum disorder (PCIT-A).
As primary aims of the so-called TAFF (Tagesklinik für Autismus und Frühförderung [Day Clinic for Autism and Early Intervention]) pilot study, the investigators assess a) the effect of PCIT-A on disruptive behavior and b) the effect of ESDM on autism symptoms in toddlers and preschool children with ASD level 1 to 3. As secondary aims, the investigators evaluate a) the maintenance of the effect of PCIT-A one year after the end of intervention and b) the effect of both interventions on secondary outcomes (developmental level, intelligence, adaptive behavior, and parenting stress), c) the combined intervention effect of PCIT-A and ESDM depending on intervention overlap periods.
1,344 studies on the registry are indexed under Autistic Disorder; 334 are open to participants now.
This study's enrollment of 24 is below the median of 45 across 1,044 interventional studies indexed under Autistic Disorder.
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Exclusion Criteria:
Participants in this arm receive 2 years ESDM and after 4 months PCIT-A for 8 months (see Study Protocol, Figure 2).
Behavioral: Parent-Child-Interaction Therapy adapted for children with autism spectrum disorder (PCIT-A) · Behavioral: Early Start Denver Model (ESDM) intervention
Participants in this arm receive 2 years ESDM and after 4 months 1h-ESDM as active control instead of 1h-PCIT-A for 8 months
Behavioral: Early Start Denver Model (ESDM) intervention · Behavioral: 1-hour ESDM
Participants receive after 4 month PCIT-A for 8 months and early special needs education as an active control for ESDM.
Behavioral: Parent-Child-Interaction Therapy adapted for children with autism spectrum disorder (PCIT-A) · Behavioral: Early special needs education (ESNE)
Participants receive early special needs education as an active control for ESDM and PCIT-A.
Behavioral: Early special needs education (ESNE)
PCIT is a behavioral family therapy approach emphasizing the integration of traditional child play therapy techniques within a behavioral framework of parent-child therapy and was developed by Eyberg (1988). It is based on attachment theory, social learning theory, and parenting styles theory. Recently, the intervention was adapted to children with ASD by our team (McNeil, Quetsch, \& Anderson, 2019). PCIT-A will last about 8 months, 1 day per week, 60min per day (see Study Protocol, Fig. 2).
Also known as: Intervention I
ESDM intervention provides intensive teaching by trained therapists and parents during natural play and relationship-focused daily routines. It is evidence-based and uses principles of developmental psychology and applied behavior analysis. It was designed for toddlers and preschoolers with autism spectrum disorder by Rogers and Dawson (2010). The first intensive part of ESDM intervention (20h per week) will last 40 weeks of intervention within a period of 12 months. It includes 2 days per week for 6h a day clinic therapy, and 5 days per week for 1h homework tasks, and 2 days per week for 1.5h an early special needs education at home. After the first 12 months, children receive the second lower intensity part of ESDM (7 hours per week). It includes 1 days every two weeks 1h day clinic therapy, and 5 days per week for 1h homework tasks, and 1 days per week for 1.5h an early special needs education at home (see Study Protocol, Fig. 2).
Also known as: Intervention II
The active control group for PCIT-A stays in the ESDM day clinic therapy for the 12 hours per week while the PCIT-A group will receive 11 hours of ESDM day clinic therapy and 1 hour PCIT-A per week (see Study Protocol, Fig. 2).
Also known as: Active control for Intervention I
The wait-list control group will receive early special needs education. It consists of a 90-minute visit at participants' homes once a week by an employee educated in early special needs education. As soon as space in ESDM is available children will receive the ESDM intervention (stepped-wedge design, see Study Protocol, Fig. 2).
Also known as: Active control for Intervention II
Disruptive behavior change (for PCIT-A analysis)
Change from 4-month to 12-month Follow-Up (FU) in a composite score of Dyadic Parent-Child Interaction Coding System percentage compliance score and Eyberg Child Behavior Inventory intensity score (objective and parent-reported disruptive behavior; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a worse outcome)
Time frame: Between 4-month and 12-month FU
Autism symptoms change (for ESDM analysis)
Change from baseline to 4-month FU in Quantitative Checklist for Autism in Toddlers score (parent-reported, range: 0-100 points; higher scores mean a worse outcome)
Time frame: Between baseline to 4 month FU
Disruptive behavior long-term change (for PCIT-A analysis)
Change from 4-month to 24-month FU in a composite score of Dyadic Parent-Child Interaction Coding System percentage compliance score and Eyberg Child Behavior Inventory intensity score (objective and parent-reported disruptive behavior; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a worse outcome)
Time frame: Between 4-month and 24-month FU
Autism symptoms change (for PCIT-A analysis)
Change from 4-month to 12-month FU and to 24-month FU in Quantitative Checklist for Autism in Toddlers score (parent-reported, range: 0-100 points; higher scores mean a worse outcome)
Time frame: Between 4-month and 24-month FU
Developmental level change (for PCIT-A analysis)
Change from 4-month to 12-month and to 24-month FU in Entwicklungstest für Kinder von 6 Monaten bis 6 Jahren (engl.: Developmental Test for Children from 6 months to 6 years; behavioral and parent-reported measure, composite score of all 6 domains; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between 4-month and 24-month FU
Non-verbal Intelligence change (for PCIT-A analysis)
Change from 4-month to 12-month and to 24-month FU in Snijders-Oomen Non-verbal intelligence test revised 2-8 - puzzle subtest; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between 4-month and 24-month FU
Adaptive behavior change (for PCIT-A analysis)
Change from 4-month to 12-month and to 24-month FU in Vineland Adaptive Behavior Scale (composite score of the three domains communication, daily living skills, socialization; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between 4-month and 24-month FU
Social-emotional competence change (for PCIT-A analysis)
Change from 4-month to 12-month and to 24-month FU in Devereux Early Childhood Assessment (18 to 36 months version; (composite score of the three domains attachement/relationships, initiative, self-regulation; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between 4-month and 24-month FU
Parenting stress change (for PCIT-A analysis)
Change from 4-month to 12-month FU and to 24-month FU in Eltern-Belastungs-Inventar (engl.: Parenting Stress Index; composite score of 12 subscales, z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a worse outcome)
Time frame: Between 4-month and 24-month FU
Autism symptoms long-term change (for ESDM analysis)
Change from baseline to 12-month FU in Quantitative Checklist for Autism in Toddlers score (parent-reported, range: 0-100 points; higher scores mean a worse outcome)
Time frame: Between baseline and 12-month FU
Disruptive behavior change (for ESDM analysis)
Change from baseline to 4-month FU and from baseline to 12-month FU in a composite score of Dyadic Parent-Child Interaction Coding System percentage compliance score and Eyberg Child Behavior Inventory intensity score (objective and parent-reported disruptive behavior; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a worse outcome)
Time frame: Between baseline and 12-month FU
Developmental level change (for ESDM analysis)
Change from baseline to 4-month FU and from baseline to 12-month FU in Entwicklungstest für Kinder von 6 Monaten bis 6 Jahren (engl.: Developmental Test for Children from 6 months to 6 years; behavioral and parent-reported measure, composite score of all 6 domains; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between baseline and 12-month FU
Non-verbal intelligence change (for ESDM analysis)
Change from baseline to 4-month FU and from baseline to 12-month FU in Snijders-Oomen Non-verbal intelligence test revised 2-8 - puzzle subtest; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between baseline and 12-month FU
Adaptive behavior change (for ESDM analysis)
Change from baseline to 4-month FU and from baseline to 12-month FU in Vineland Adaptive Behavior Scale (composite score of the three domains communication, daily living skills, socialization; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between baseline and 12-month FU
Social-emotional competence change (for ESDM analysis)
Change from baseline to 4-month FU and from baseline to 12-month FU in Devereux Early Childhood Assessment (18 to 36 months version; (composite score of the three domains attachement/relationships, initiative, self-regulation; z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a better outcome)
Time frame: Between baseline and 12-month FU
Parenting stress change (for ESDM analysis)
Change from baseline to 4-month FU and from baseline to 12-month FU in Eltern-Belastungs-Inventar (engl.: Parenting Stress Index; composite score of 12 subscales, z-standardized values with mean of 0 and SD of 1; probable range between -3 and +3; higher scores mean a worse outcome)
Time frame: Between baseline and 12-month FU
Disruptive behavior change within the PCIT-A subsample
Change from 4-month to 24-month FU in disruptive behavior composite score (see primary outcome for a detailed description) depending on ESDM/PCIT-A intervention overlap
Time frame: Between 4-month and 24-month FU
Autism symptoms change within the subsample that started with the ESDM intervention
Change from first to last session of the ESDM intervention in the Early Start Denver Model checklist (trainer-rating)
Time frame: Between baseline and 24-month FU
Age-standardized long-term effect in all outcomes within the ESDM/PCIT-A subsample
Age-standardized changes from baseline to 24-month FU in all outcomes with available age-norms within the subsample that started both interventions (PCIT-A and ESDM; age-standardized z-scores with mean of 0 and SD of 1; probable range between -3 and +3;higher scores mean a worse outcome)
Time frame: Between baseline and 24-month FU
Plan to share: Undecided — It is not decided because of ethical considerations
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