We aim to determine the effects of a face to face and a blended parent training program (i.e., two formats of Behavioral Parent Training Groningen; BPTG) on behavior problems for children 4 through 12 years old with ASD and behavior problems.…
ID
Source
Brief title
Condition
- Developmental disorders NEC
Synonym
Research involving
Sponsors and support
Intervention
Outcome measures
Primary outcome
The amount of non-compliant behavior as measured with the Home Situation
Questionnaire - Pervasive Developmental Disorders (HSQ-PDD, Barkley, Edwards, &
Robin, 1999; adapted for ASD by Aman et al., 2009). The HSQ-PDD is a 25 item
parent rated questionnaire.
Secondary outcome
All secundary outcome measures are parent rated.
1) Parental satisfaction with the content and effect of parent training, as
measured with a parent satisfaction questionnaire (based on the Parent
Satisfaction Questionnaire used in Bearss et al. 2013).
2) The Aberrant Behavior Checklist (ABC, Aman et al., 1985) is a measure of
disruptive behavior.
3) List of Target Behaviors (slightly adapted version of Van den Hoofdakker et
al. 2007) measures the occurrence and severity of specified problem behaviors
in the last week.
4) The severity of parent chosen target behaviors and target situations and the
competence parents feel in raising their childeren. These measures are rated
regularly during parent training .
5) The Strengths and Difficulties Questionnaire (Goodman, 1997; Dutch
translation by van Widenfelt, Goedhart, Treffers, & Goodman, 2003) measures
emotional problems, behavioral problems, hyperactivity / attention problems and
social problems.
6) The Vineland Adaptive Behavior Scales II (Sparrow, Cicchetti & Balla, 2005)
are used to assess adaptive behavior.
7) The Parenting Sense Of Competence scale (Gibaud-Wallston & Wandersman, 1978,
as cited in Johnston & Mash, 1989) is a measure of parenting satisfaction and
parenting efficacy.
8) The Parenting Stress Index - Short Form (Abidin, 1995) is a measure of
stress associated with parenting.
9) The Parenting Scale (Arnold, O*Leary, Wolff, & Acker, 1993) is a measure of
parenting style.
10) Forms of health care used during the study, among others medication and
child treatment.
11) The number of face to face sessions.
12) The time spent on training by the therapists.
13) Belief of parents concerning the effectiveness of the training.
14) Use of skills learned during BPTG.
15) Use of training facilities after the end of BPTG, such as the book and
online training program.
16) The Fragebögen zur Beurteilung der Behandlung (FBB, Mattejat & Remschmidt,
1993, 1995) is a measure of the evaluation of treatment as indicated by the
BPTG therapist after treatment.
Background summary
Children with autism spectrum disorder (ASD) often show behavior problems
(e.g., temper tantrums, disobedience, aggressive behaviors) that can severely
influence their daily life and development. Parent counseling and parent
training are commonly used treatments aimed at decreasing these behavior
problems. While the clinical impression is that these are helpful, scientific
evidence for the effectiveness of parent training in children with ASD is
scarce and should be enlarged.
In the current study, a face to face and a blended (partially face to face and
partially online) parent training program for children with ASD and behavior
problems will be investigated, aimed at establishing the efficacy of each of
the parent training formats.
Study objective
We aim to determine the effects of a face to face and a blended parent training
program (i.e., two formats of Behavioral Parent Training Groningen; BPTG) on
behavior problems for children 4 through 12 years old with ASD and behavior
problems. Furthermore, we aim to investigate differences in parental
satisfaction and amount of therapist time between the two formats. Finally, we
aim to determine the effects of the training on a number of secondary outcome
measures and to identify which child and parental factors may influence the
effectiveness of treatment.
Study design
We will conduct a randomized controlled trial, including three conditions: 1)
care as usual plus individual face to face BPTG (n=40), 2) care as usual plus
individual blended BPTG (n=40), and 3) care as usual, in which participants
have to wait twenty weeks before they receive parent training (n=38). In the
latter condition, the participants will be randomized to face to face or
blended BPTG after the waiting period. Assessments will take place before
randomization, directly after completion of BPTG or twenty-weeks care as usual,
and approximately three and six months after completion of BPTG.
Intervention
Face to face parent training consists of approximately fifteen manualized face
to face contacts with homework to practice learned skills. In the blended
parent training, parents participate in the training largely online, with an
additional minimum of four face to face contacts. The duration of both
treatments is approximately twenty weeks. In all three conditions participants
are allowed to receive other treatments (psychosocial and/or pharmacological),
with the exception of behavior therapeutic interventions through parents
directed at the behavior of their child.
Study burden and risks
Parents have to complete rating scales and an interview before randomization,
immediately after the treatment or waiting period, and at follow-up. The
estimated burden, measured in time, will be approximately ten hours for
parents, with the first measurement point taking up the most time. Children who
have not been administered an intelligence test or Autism Diagnostic
Observation Schedule recently, will be subjected to these instruments before
randomization. These instruments take about three hours of childrens time.
Furthermore, and only with their consent, children*s and parental DNA will be
collected by collecting saliva. None of these measures are expected to form a
risk for the participants. The intervention and the care as usual condition are
not expected to cause any harm.
Hanzeplein 1
Groningen 9713 GZ
NL
Hanzeplein 1
Groningen 9713 GZ
NL
Listed location countries
Age
Inclusion criteria
1) The child has a clinical diagnosis of ASD.
2) The child is 4 through 12 years old.
3) The child has an IQ higher than 50.
4) At least one parent experiences behavioral problems at home and is able to select at least three problem behaviors on the List of Target Behaviors.
5) At least one parent is able to take part in the BPTG program.
6) The child is not taking any psychotropic medication or, when taking psychotropic medication, is on a stable dose for at least 6 weeks prior to the inclusion.
7) The referring clinician does not expect any changes in drug treatment policy during the study.
8) Parent(s) (and child, if 12 years) have given their informed consent for participation.
9) Parent(s) have a laptop or PC at their disposal.
Exclusion criteria
1) Parents participated in a behavioral parent training in the year prior to the current study. Parents who started the BPTG training without completing it will be excluded when the face to face training covered antecedent interventions or when the blended training covered chapter 4. Similar criteria will be used in the case of other behavioral parent training programs.
2) There are problems with the child and/or the family that require immediate intervention (e.g. crisis in the family).
3) The family is planning to move within 6 months to a region which is situated too far from one of the study locations.
Design
Recruitment
Followed up by the following (possibly more current) registration
No registrations found.
Other (possibly less up-to-date) registrations in this register
No registrations found.
In other registers
| Register | ID |
|---|---|
| CCMO | NL47931.042.14 |