Swipe om te navigeren naar een ander artikel
Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12–30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children’s improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Achenbach, T. M., & Rescorla, L. (2000). Manual for ASEBA preschool forms & profiles. Burlington: Research Center for Children, Youth, and Families, University of Vermont.
Begg, C. B., & Iglewicz, B. (1980). A treatment allocation procedure for sequential clinical trials. Biometrics, 81–90.
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., … Varley, J. (2010). Randomized controlled trial of the Early Start Denver Model: A developmental behavioral intervention for toddlers with autism: Effects on IQ, adaptive behavior, and autism diagnosis. Pediatrics, 125(1), e17–e23. CrossRefPubMed
Dawson, G., Sigman, M. D., & Rogers, S. J. (2003). CPEA Network Early Intervention Interview ( unpublished manuscript).
Hanft, B. E., Rush, D. D., & Shelden, M. L. L. (2004). Coaching families and colleagues in early childhood. Baltimore: Paul H. Brookes.
Knowles, M. (1973). The adult learner: A neglected species. Houston: Gulf.
Lord, C., Luyster, R., Gotham, K., & Guthrie, W. (2012). Autism Diagnostic Observation Schedule—Toddler Module. Los Angeles: Western Psychological Services.
Lord, C., Risi, S., DiLavore, P. S., Shulman, C., Thurm, A., & Pickles, A. (2006). Autism from 2 to 9 years of age. Archives of General Psychaitry, 63, 694–701. CrossRef
MacDonald, R., Parry-Cruwys, D., Dupere, S., & Ahearn, W. (2014). Assessing progress and outcome of early intensive behavioral intervention for toddlers with autism. Research in Developmental Disabilites, 35, 3632–3644. CrossRef
McEachin, J. J., Smith, T., & Ivar Lovaas, O. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal of Mental Retardation, 97, 359–359. PubMed
McWilliam, R. A. (2010). Routines-based early intervention. In Supporting young children and their families. Baltimore: Paul H. Brookes.
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York: Guilford Press.
Mullen, E. M. (1995). Mullen scales of early learning. Circle Pines: AGS.
Prochaska, J. O., Redding, C. A., & Evers, K. E. (1997). The transtheoretical model and stages of change. In K. Glanz, F. M. Lewis & B. K. Rimer (Eds.), Health behavior and health education (pp. 60–84).
Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press.
Rogers, S. J., Dawson, G., & Vismara, L. A. (2012a). An early start for your child with autism: Using everyday activities to help kids connect, communicate, and learn. New York: Guilford Press.
Rogers, S. J., Dawson, G., Zierhut, C., Winter, J., McCormick, C., & Holly, E. (2013). The PATH curriculum checklist for young children with autism. ( unpublished document).
Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., … Dawson, G. (2012b). Effects of a brief Early Start Denver Model (ESDM)–based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51(10), 1052–1065. CrossRef
Rogers, S. J., & Vismara, L. A. (2013). P-ESDM parent coaching fidelity measure ( unpublished document).
Schertz, H. H., Odom, S. L., Baggett, K. M., & Sideris, J. H. (2013). Effects of joint attention mediated learning for toddlers with autism spectrum disorders: An initial randomized controlled study. Early Childhood Research Quarterly, 28(2), 249–258. CrossRef
Sigman, M., Ruskin, E., Arbeile, S., Coronoa, R., Dissanayake, C., Esponosa, M., … Zierhut, C. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monogrpah of the Society for Research in Child Development, 64(1), 1–114. CrossRef
Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2005). Vineland adaptive behavior scales: (Vineland II), survey interview form/caregiver rating form. Livonia, MN: Pearson Assessments.
Swinkels, S. H., Dietz, C., van Daalen, E., Kerkhof, I. H., van Engeland, H., & Buitelaar, J. K. (2006). Screening for autistic spectrum in children aged 14 to 15 months. I: The development of the Early Screening of Autistic Traits Questionnaire (ESAT). Journal of Autism and Developmental Disorders, 36(6), 723–732. CrossRefPubMed
Wetherby, A. M., & Prizant, B. M. (2002). Communication and symbolic behavior scales: Developmental profile. Baltimore: Paul H. Brookes.
- Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial
S. J. Rogers
- Springer US
Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432