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Effectiveness of Parent Training for Disruptive Behavior of Children with Autism Spectrum Disorder in a Clinic Setting
Objectives: (1) Evaluate differences between implementation of the PT manual in a clinic setting to implementation in a previous RCT (Bearss et al., 2015); and (2) Compare the effects of the intervention conducted in a clinic setting to the previous RCT.
Methods: Participants included were children whose caregivers completed the parent training program and pre- and post- treatment questionnaires in the current outpatient behavioral health clinic (N=50). We analyzed data on child characteristics (age, gender, race, ethnicity, and diagnoses) and intervention characteristics (length of treatment, number of sessions attended, session content covered). We also conducted paired sample T-tests and calculated effect sizes for pre- and post-treatment questionnaires: the Home Situations Questionnaire, Autism Spectrum Disorder (HSQ-ASD; Chowdhury et al., 2015), Brief Assessment of Mealtime Behavior in Children (BAMBI; Lukens and Linscheid, 2008), and Children’s Sleep Habits Questionnaire (CHSQ; Owens, Spirito and McGuinn, 2000). Data from the current clinical sample was compared to data reported in Bearss et al. (2015).
Results: Child Characteristics: Children in the current sample tended to be older (M=6.3) and less likely to have a diagnosis of ASD (48 percent) compared to the prior RCT. Intervention Characteristics: On average, caregivers attended treatment for 12.48 sessions over 15.33 weeks. Session topics covered in treatment differed some from the previous RCT. Outcome Measures: We saw a 40 percent reduction in HSQ-ASD Total Mean Severity Scores from pre- to post- treatment, yielding a large effect size, comparable to reductions exhibited on pre-treatment and 12-week follow up in the prior RCT. Small effects were observed on the BAMBI and CSHQ.
Conclusions: Overall, we found some differences in the children who were served and the sessions that were administered in our current clinical sample. Despite differences, decreases in disruptive behavior (assessed by the HSQ-ASD) were comparable to the previous RCT.Many individuals who participated in our parent training program were not included in the current analysis, due to missing/incomplete questionnaires. Therefore, the current sample may be biased. However, the current investigation provides preliminary support for PT for children with developmental disabilities and disruptive behavior in a clinical setting.