The effectiveness of group parent training in PRT compared to individual parent training in PRT

A systematic review indicated that parent training in PRT is effective to teach parents to implement PRT techniques (Verschuur, Didden, Lang, Sigafoos & Huskens, 2014). However, the duration, instructional strategies and format of parent training varied greatly across studies differ. Purpose of the present study is to investigate the differential effectiveness of group and individual parent training in PRT with regard to opportunities created by parents and social initiations of children with ASD. Furthermore, this systematic review showed that the evidence for collateral changes in other parent and child skills is limited (Verschuur et al., 2014). The second purpose of the present study is therefore to investigate the effect of group and individual parent training in PRT on parental stress, parental self-efficacy and behavioural problems of children with ASD. A non-concurrent respectively concurrent multiple baseline design is used to investigate the effectiveness of a group respectively individual parent training in PRT. Participants are twenty-four parents and their children with ASD. Fifteen parents participate in a group parent training (three groups of five parents); fifteen parents participate in an individual parent training. Data are collected using video-recordings (learning opportunities and social initiations) and questionnaires (parental stress, parental self-efficacy and behavioural problems). Data-analysis includes visual analysis and statistical analyses (e.g. Tau-U, Reliability of Change Index and Wilcoxon singed-rank test).

The purpose of this study is:

1. To investigate the differential effectiveness of group and individual parent training in PRT on opportunities created by parents and social initiations of children with Autism Spectrum Disorder (ASD).

2. To investigate the effectiveness of group and individual parent training in PRT on parental stress, parental self-efficacy and behavioural problems of children with ASD.

After examination of the inclusion criteria (using demographic information, SRS, ADOS-2 and standardized IQ tests), the outcome meseaures are administered at the following time points:

1. Baseline (4-8 weeks):
• 4/6/8 10-minute one-to-one sessions at home, during which the parent interacts with the child. These sessions are videotaped.
• OBVL
• Self-efficacy questionnaire
• CBCL/1½-5 or CBCL/6-18

2. Intervention (20 weeks):

3. Post-intervention (3 weeks)
• 3 10-minute one-to-one sessions at home, during which the parent interacts with the child. These sessions are videotaped.
• OBVL
• Self-efficacy questionnaire
• CBCL/1½-5 or CBCL/6-18
• Social validity questionnaire

4. Follow-up (3 weeks; 3 months after post-intervention)
• 3 10-minute one-to-one sessions at home, during which the parent interacts with the child. These sessions are videotaped.
• OBVL
• Self-efficacy questionnaire
• CBCL/1½-5 or CBCL/6-18

1. Group parent training in PRT: 8 2-hour group sessions and 2 60-minute individual sessions, conducted at the treatment facility by two child psychologists. Training components include instruction, video modeling, practice (e.g. worksheets, role-plays and PRT-sessions at home) and video-feedback.



2. Individual parent training in PRT: 10 90-minute sessions, conducted at the treatment facility/at home by a child psychologist. Training components include instruction, (video) modeling, practice (e.g. worksheets, role-plays and PRT-sessions at home), video-feedback and immediate feedback.