Using the Prevent-Teach-Reinforce Model to Reduce Problem Behaviors in Children With Autism Spectrum Disorders
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 42
- 试验地点
- 4
- 主要终点
- Change from baseline in parental report of problem behavior at 8 weeks
研究概览
简要总结
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- — 至 12 Years（Child）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Clinical diagnosis of autism spectrum disorder
- •Must exhibit problem behavior
排除标准
- •Already receiving services to reduce problem behaviors at home
结局指标
主要结局
Change from baseline in parental report of problem behavior at 8 weeks
时间窗: Prior to the start of the intervention and 8 weeks later
Problem behavior scale of the Problem Behavior Inventory
次要结局
- Social validity of the intervention(After 8 weeks of intervention)
- Change from baseline in quality of life at 20 weeks(Prior to the start of the intervention and 20 weeks later)
- Change from baseline in quality of life at 8 weeks(Prior to the start of the intervention and 8 weeks later)
- Change from baseline in parental report of stress at 8 weeks(Prior to the start of the intervention and 8 weeks later)
- Change from baseline in parental report of stress at 20 weeks(Prior to the start of the intervention and 20 weeks later)
- Change from baseline in parental report of problem behavior at 20 weeks(Prior to the start of the intervention and 20 weeks later)
- Change from baseline in parental report of positive social behavior at 20 weeks(Prior to the start of the intervention and 20 weeks later)
- Change from baseline in parental report of positive social behavior at 8 weeks(Prior to the start of the intervention and 8 weeks later)
研究者
Marc Lanovaz
Assistant Professor
Université de Montréal