Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in:

06-08-2022 | S.I. :Expanding Telehealth Opportunities in Neurodevelopmental Disorders

Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training

Auteurs: Anastasia Dimitropoulos, Ellen A. Doernberg, Sandra W. Russ, Olena Zyga

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2022

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder associated with social cognitive challenges, and pretend play has been demonstrated as a tool to achieve developmental goals. Following previous report on feasibility and acceptability of a remote, play-based parent-training program (Zyga, Russ, & Dimitropoulos, 2018), we now report on preliminary efficacy of this program to enhance pretend play skills and social cognitive skills in preschoolers with PWS. Results across two studies demonstrated efficacy when live-coaching play sessions incorporated children into the intervention. Increases in play skills were observed for children with the mUPD subtype of PWS who underwent intervention, compared with children with mUPD who were waitlisted. Children with DEL subtype were less likely to respond to intervention. Implications for results are discussed.
vorige artikel A Module-Based Telepractice Intervention for Parents of Children with Developmental Disabilities
volgende artikel “Going Mobile”-increasing the reach of parent-mediated intervention for toddlers with ASD via group-based and virtual delivery
Literatuur
Angulo, M. A., Butler, M. G., & Cataletto, M. E. (2015). Prader-Willi syndrome: a review of clinical, genetic, and endocrine findings.Journal of endocrinological investigation, 38(12),1249–1263
Barnett, L. A. (1990). Developmental benefits of play for children. Journal of leisure Research, 22(2),138–153
Barton, E. E., & Wolery, M. (2008). Teaching pretend play to children with disabilities:A review of the literature.Topics in Early Childhood Special Education, 28(2),109–125
Barton, E. E., & Wolery, M. (2010). Training teachers to promote pretend play in young children with disabilities.Exceptional Children, 77(1),85–106
Bennett, J. A., Germani, T., Haqq, A. M., & Zwaigenbaum, L. (2015). Autism spectrum disorder in Prader–Willi syndrome: a systematic review.American Journal of Medical Genetics Part A, 167(12),2936–2944
Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and self-regulation:lessons from Vygotsky. American journal of play, 6(1),111–123
Butler, M. G., Miller, J. L., & Forster, J. L. (2019).Prader-Willi syndrome-clinical genetics diagnosis and treatment approaches: an update.Current pediatric reviews, 15(4),207–244
Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 315–324
Cox, N. S., Alison, J. A., Rasekaba, T., & Holland, A. E. (2012). Telehealth in cystic fibrosis: a systematic review.Journal of telemedicine and telecare, 18(2),72–78
Dansky, J. L. (1999). “Play.” In Encyclopedia of Creativity, edited by Mark A. Runco and Steven, R., & Pritzker, 393–408
Debladis, J., Valette, M., Strenilkov, K., Mantoulan, C., Thuilleaux, D., & Laurier, V., … Tauber M. (2019) Face processing and exploration of social signals in Prader-Willi syndrome: a genetic signature. Orphanet journal of rare diseases, 14(1),1–13
Dimitropoulos, A., Ho, A., & Feldman, B. (2013).Social responsiveness and competence in Prader-Willi syndrome: Direct comparison to autism spectrum disorder. Journal of autism and developmental disorders, 43(1),103–113
Dimitropoulos, A., Zyga, O., & Russ, S. W. (2019). Early social cognitive ability in preschoolers with Prader–Willi syndrome and autism spectrum disorder.Journal of autism and developmental disorders, 49(11),4441–4454
Dimitropoulos, A., Zyga, O., Doernberg, E., & Russ, S. W. (2021). Show me what happens next Preliminary efficacy of a remote play-based intervention for children with Prader-Willi syndrome.Research in Developmental Disabilities, 108,103820
Doernberg, E. A., Russ, S. W., & Dimitropoulos, A. (2021). Believing in Make-Believe: Efficacy of a Pretend Play Intervention for School-Aged Children with High-Functioning Autism Spectrum Disorder.Journal of Autism and Developmental Disorders, 51(2),576–588
Dunn, L. M., & Dunn, D. M. (2007). PPVT-4: Peabody picture vocabulary test. Pearson Assessments.
Dykens, E. M., Roof, E., & Hunt-Hawkins, H. (2017). Cognitive and adaptive advantages of growth hormone treatment in children with Prader-Willi syndrome.Journal of Child Psychology and Psychiatry, 58(1),64–74
Dykens, E. M., Roof, E., Hunt-Hawkins, H., Daniell, C., & Jurgensmeyer, S. (2019). Profiles and trajectories of impaired social cognition in people with Prader-Willi syndrome.PloS one, 14(10),e0223162
Fairchild, R. M., Ferng-Kuo, S. F., Rahmouni, H., & Hardesty, D. (2020). Telehealth increases access to care for children dealing with suicidality, depression, and anxiety in rural emergency departments.Telemedicine and e-Health, 26(11),1353–1362
Fehr, K. K., & Russ, S. W. (2014). Assessment of pretend play in preschool-aged children validation and factor analysis of the affect in play scale–preschool version. Journal of Personality Assessment, 96(3), 350–357
Fehr, K. K., & Russ, S. W. (2016). Pretend play and creativity in preschool-age children Associations and brief intervention.Psychology of Aesthetics, Creativity, and the Arts, 10(3),296
Fein, G. G. (1981). Pretend play in childhood: An integrative review. Child development, 1095-1118
Feldman, B. H., & Dimitropoulos, A. (2014). Face discrimination skills in Prader-Willi syndrome and autism Spectrum disorder. Journal of Mental Health Research in Intellectual Disabilities, 7(3), 264–285.
French, J. L. (2001). Pictorial Test of Intelligence–Second Edition (PTI-2).
Greenspan, S. I., & Wieder, S. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. Journal of Developmental and Learning disorders, 1, 87–142.
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System to the Social Skills Improvement System: Content and psychometric comparisons across elementary and secondary age levels. School Psychology Quarterly, 26(1), 27.
Harris, P. L. (2000). The work of the imagination. Blackwell Publishing.
Hartley, S. L., MacLean Jr, W. E., Butler, M. G., Zarcone, J., & Thompson, T. (2005). Maladaptive behaviors and risk factors among the genetic subtypes of Prader–Willi syndrome. American Journal of Medical Genetics Part A, 136(2), 140–145.
Hogart, A., Wu, D., LaSalle, J. M., & Schanen, N. C. (2010). The comorbidity of autism with the genomic disorders of chromosome 15q11. 2-q13. Neurobiology of disease, 38(2), 181–191.
Hudson, J. L., & Rapee, R. M. (2001). Parent–child interactions and anxiety disorders:an observational study. Behaviour research and therapy, 39(12), 1411–1427.
Ihara, H., Ogata, H., Sayama, M., Kato, A., Gito, M., Murakami, N., … Nagai, T. (2014). QOL in caregivers of Japanese patients with Prader–Willi syndrome with reference to age and genotype. American Journal of Medical Genetics Part A, 164(9), 2226–2231.
Jeffrey, J., Marlotte, L., & Hajal, N. J. (2020). Providing telebehavioral health to youth and families during COVID-19: Lessons from the field. Psychological Trauma: Theory, Research, Practice, and Policy, 12(S1), S272.
Johnson, A. O. (2015). Test review: parenting stress index, (PSI-4).
Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47(6), 611–620.
Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism.Journal of consulting and clinical psychology, 83(3), 554.
Kaugars, A. S., & Russ, S. W. (2009). Assessing preschool children’s pretend play:Preliminary validation of the Affect in Play Scale-Preschool version. Early Education and Development, 20(5), 733–755.
Kayadjanian, N., Schwartz, L., Farrar, E., Comtois, K. A., & Strong, T. V. (2018).High levels of caregiver burden in Prader-Willi syndrome. PloS one, 13(3), e0194655.
Key, A. P., & Dykens, E. M. (2017). Incidental memory for faces in children with different genetic subtypes of Prader-Willi syndrome. Social cognitive and affective neuroscience, 12(6), 918–927.
Krasnor, L. R., & Pepler, D. J. (1980). The study of children’s play: Some suggested future directions. New Directions for Child and Adolescent Development, 1980(9), 85–95.
Lifter, K., & Bloom, L. (1989). Object knowledge and the emergence of language. Infant Behavior and Development, 12(4), 395–423.
Lifter, K., Mason, E. J., & Barton, E. E. (2011). Children’s play: Where we have been and where we could go. Journal of Early Intervention, 33(4), 281–297.
Lo, S. T., Siemensma, E., Collin, P., & Hokken-Koelega, A. (2013). Impaired theory of mind and symptoms of autism spectrum disorder in children with Prader–Willi syndrome. Research in developmental disabilities, 34(9), 2764–2773.
Mao, S. J., Shen, J., Xu, F., & Zou, C. C. (2019). Quality of life in caregivers of young children with Prader–Willi syndrome. World Journal of Pediatrics, 15(5), 506–510.
McDonald, N. M., Baker, J. K., & Messinger, D. S. (2016). Oxytocin and parent–child interaction in the development of empathy among children at risk for autism. Developmental psychology, 52(5), 735.
McGeary, D. D., McGeary, C. A., & Gatchel, R. J. (2012). A comprehensive review of telehealth for pain management: where we are and the way ahead. Pain Practice, 12(7), 570–577.
Mercer, J. (2017). Examining DIR/Floortime™ as a treatment for children with autism spectrum disorders: A review of research and theory. Research on Social Work Practice, 27(5), 625–635.
Miller, J. L., Lynn, C. H., Driscoll, D. C., Goldstone, A. P., Gold, J. A., Kimonis,V., … Driscoll, D. J. (2011). Nutritional phases in Prader–Willi syndrome. American journal of medical genetics Part A, 155(5), 1040–1049.
Moore, M., & Russ, S. W. (2008). Follow-up of a pretend play intervention: Effects on play, creativity, and emotional processes in children. Creativity Research Journal, 20(4), 427–436.
Mullen, E. M. (1995). Mullen scales of early learning (pp. 58–64). Circle Pines, MN: AGS.
Rice, L. J., Woodcock, K., & Einfeld, S. L. (2018). The characteristics of temper outbursts in Prader–Willi syndrome. American Journal of Medical Genetics Part A, 176(11), 2292–2300.
Rosner, B. A., Hodapp, R. M., Fidler, D. J., Sagun, J. N., & Dykens, E. M. (2004). Social competence in persons with Prader-Willi, Williams and Down’s Syndromes. Journal of Applied Research in Intellectual Disabilities, 17(3), 209–217.
Russ, S. W., & American Psychological Association. (2014). Pretend play in childhood:Foundation of adult creativity (pp. 45–62). Washington, DC: American Psychological Association.
Rutter, M., Bailey, A., & Lord, C. (2003). SCQ. The Social Communication Questionnaire. Torrance, CA: Western Psychological Services.
Scahill, L., Bearss, K., Lecavalier, L., Smith, T., Swiezy, N., Aman, M. G., … Johnson, C. 2016. Effect of parent training on adaptive behavior in children with autism spectrum disorder and disruptive behavior: results of a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 602–609.
Singer, D. G., & Singer, J. L. (1992). The house of make believe: Children’s play and the developing imagination. Cambridge, MA: Harvard University Press
Solomon, R., Van Egeren, L. A., Mahoney, G., Huber, M. S. Q., & Zimmerman, P. (2014). PLAY Project Home Consultation intervention program for young children with autism spectrum disorders: a randomized controlled trial. Journal of Developmental and Behavioral Pediatrics, 35(8), 475.
Strain, P. S., Hoyson, M., & Jamieson, B. (1985). Normally developing preschoolers as intervention agents for autistic-like children: Effects on class deportment and social interaction. Journal of the Division for Early Childhood, 9(2), 105–115.
Tomanik, S., Harris, G. E., & Hawkins, J. (2004). The relationship between behaviours exhibited by children with autism and maternal stress. Journal of Intellectual and Developmental Disability, 29(1), 16–26.
Tonge, B., Brereton, A., Kiomall, M., Mackinnon, A., & Rinehart, N. J. (2014). A randomised group comparison controlled trial of ‘preschoolers with autism’: A parent education and skills training intervention for young children with autistic disorder. Autism, 18(2), 166–177.
Twum, F., & Hayford, S. K. Motor Skills as Predictors of Intellectual ability of Pupils with Cerebral Palsy.
Vismara, L. A., McCormick, C., Young, G. S., Nadhan, A., & Monlux, K. (2013). Preliminary findings of a telehealth approach to parent training in autism. Journal of autism and developmental disorders, 43(12), 2953–2969.
Wallace, C. E. (2018). Improving the parent-child relationship in ADHD: A pretend playintervention (Doctoral dissertation, Case Western Reserve University).
Whittington, J., & Holland, A. (2010). Neurobehavioral phenotype in Prader–Willi syndrome. In American Journal of Medical Genetics Part C: Seminars in Medical Genetics (Vol. 154, No. 4, pp. 438–447). Hoboken: Wiley Subscription Services, Inc., A Wiley Company.
Whittington, J., & Holland, T. (2011). Recognition of emotion in facial expression by people with Prader–Willi syndrome. Journal of Intellectual Disability Research, 55(1), 75–84.
Whittington, J., & Holland, A. (2017). Cognition in people with Prader-Willi syndrome:Insights into genetic influences on cognitive and social development. Neuroscience & Biobehavioral Reviews, 72, 153–167.
Williams, M. E., Sando, L., & Soles, T. G. (2014). Cognitive tests in early childhood: Psychometric and cultural considerations. Journal of Psychoeducational Assessment, 32(5), 455–476.
Wong, S. B., Wang, T. S., Tsai, W. H., Tzeng, I. S., & Tsai, L. P. (2021). Parenting stress in families of children with Prader–Willi syndrome. American Journal of Medical Genetics Part A, 185(1), 83–89.
Yates, T. M., & Marcelo, A. K. (2014). Through race-colored glasses: Preschoolers’pretend play and teachers’ ratings of preschooler adjustment. Early Childhood Research Quarterly, 29(1), 1–11.
Zyga, O., Russ, S., Ievers-Landis, C. E., & Dimitropoulos, A. (2015). Assessment of pretend play in Prader–Willi syndrome: A direct comparison to autism spectrum disorder. Journal of autism and developmental disorders, 45(4), 975–987.
Zyga, O., Russ, S. W., & Dimitropoulos, A. (2018). The PRETEND Program: Evaluating the feasibility of a remote parent-training intervention for children with Prader-Willi syndrome. American journal on intellectual and developmental disabilities, 123(6), 574–584.
Zyga, O., & Dimitropoulos, A. (2020). Preliminary Characterization of Parent-Child Interaction in Preschoolers with Prader-Willi Syndrome: The Relationship Between Engagement and Parental Stress. American journal on intellectual and developmental disabilities, 125(1), 76–84.
Metagegevens
Titel
Intervention Response by Genetic Subtype: PRETEND-Preschool Program for Children with Prader-Willi Syndrome via Remote Parent Training
Auteurs
Anastasia Dimitropoulos
Ellen A. Doernberg
Sandra W. Russ
Olena Zyga
Publicatiedatum
06-08-2022
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 12/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05695-9

Andere artikelen Uitgave 12/2022

Adaptation, Content Validity and Reliability of the Autism Classification System of Functioning for Social Communication: From Toddlerhood to Adolescent-Aged Children with Autism

  • Original Paper

Autistic Adults’ Experiences of Diagnosis Disclosure

  • Original Paper

“Knowing That I’m Not Necessarily Alone in My Struggles”: UK Autistic Performing Arts Professionals’ Experiences of a Mentoring Programme

  • Open Access
  • Original Paper

Correction to: Defining in Detail and Evaluating Reliability of DSM-5 Criteria for Autism Spectrum Disorder (ASD) Among Children

  • Correction

A Longitudinal RCT of P-ESDM With and Without Parental Mindfulness Based Stress Reduction: Impact on Child Outcomes

  • Original Paper

Randomized Controlled Trial of Omega-3 and -6 Fatty Acid Supplementation to Reduce Inflammatory Markers in Children with Autism Spectrum Disorder

  • Original Paper