Clinical Trial: Using the Prevent-Teach-Reinforce Model to Reduce Problem Behaviors in Children With Autism Spectrum Disorders

Study Status: Completed
Recruit Status: Completed
Study Type: Interventional

Official Title: Using the Prevent-Teach-Reinforce Model to Reduce Problem Behaviors in Children With Autism Spectrum Disorders

Brief Summary: 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.

Detailed Summary:
Sponsor: Université de Montréal

Current Primary Outcome: Change from baseline in parental report of problem behavior at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]

Original Primary Outcome: Change from baseline in parental report of problem behavior at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]

Current Secondary Outcome:

• Change from baseline in quality of life at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]
  Beach Center Family Quality of Life Scale
• Change from baseline in parental report of stress at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Parenting Stress Index Short Form
• Change from baseline in parental report of stress at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]
  Parenting Stress Index Short Form
• Change from baseline in quality of life at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Beach Center Family Quality of Life Scale
• Social validity of the intervention [ Time Frame: After 8 weeks of intervention ]
  Treatment Acceptability Rating Form - Revised
• Change from baseline in parental report of problem behavior at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Problem behavior scale of the Problem Behavior Inventory
• Change from baseline in parental report of positive social behavior at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Positive social behavior scale of the Nisonger Child Behavior Rating Form
• Change from baseline in parental report of positive social behavior at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]
  Positive social behavior scale of the Nisonger Child Behavior Rating Form

Original Secondary Outcome:

• Change from baseline in quality of life at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]
  Parental-Developmental Disorder-Quality of Life questionnaire
• Change from baseline in parental report of stress at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Parenting Stress Index Short Form
• Change from baseline in parental report of stress at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]
  Parenting Stress Index Short Form
• Change from baseline in quality of life at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Parental-Developmental Disorder-Quality of Life questionnaire
• Social validity of the intervention [ Time Frame: After 8 weeks of intervention ]
  Treatment Acceptability Rating Form - Revised
• Change from baseline in parental report of problem behavior at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Problem behavior scale of the Nisonger Child Behavior Rating Form
• Change from baseline in parental report of positive social behavior at 20 weeks [ Time Frame: Prior to the start of the intervention and 20 weeks later ]
  Positive social behavior scale of the Nisonger Child Behavior Rating Form
• Change from baseline in parental report of positive social behavior at 8 weeks [ Time Frame: Prior to the start of the intervention and 8 weeks later ]
  Positive social behavior scale of the Nisonger Child Behavior Rating Form

Information By: Université de Montréal

Dates:
Date Received: May 29, 2014
Date Started: October 2014
Date Completion:
Last Updated: October 24, 2016
Last Verified: October 2016