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

NCT02153203 | Completed

• 1 other identifier: CERFAS-2014-15-058-P
• Study Type: interventional
• Target: 42
• Locations: 1 country
• Sites: 3

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.

Conditions

Child Development Disorders, Pervasive

Keywords

Autism spectrum disorder; Problem behavior

Outcome Measures

Primary Outcomes (1)

• Change from baseline in parental report of problem behavior at 8 weeks

  Problem behavior scale of the Problem Behavior Inventory

  Prior to the start of the intervention and 8 weeks later

Secondary Outcomes (8)

• Change from baseline in quality of life at 8 weeks

  Prior to the start of the intervention and 8 weeks later

• Change from baseline in parental report of stress at 20 weeks

  Prior to the start of the intervention and 20 weeks later

• Change from baseline in parental report of stress at 8 weeks

  Prior to the start of the intervention and 8 weeks later

• Change from baseline in quality of life at 20 weeks

  Prior to the start of the intervention and 20 weeks later

• Social validity of the intervention

  After 8 weeks of intervention

Study Arms (2)

Behavioral approach

EXPERIMENTAL

The Prevent-Teach-Reinforce Model will be implemented with families in their home settings.

Behavioral: Prevent-Teach-Reinforce Model

Educational approach

ACTIVE COMPARATOR

Each child's parent will participate in one 2- to 3-hour individual parent training session on the assessment and treatment of problem behavior in children with autism spectrum disorders.

Other: Individual Parent Training Session

Interventions

Prevent-Teach-Reinforce Model BEHAVIORAL

Implementation of the model once to twice per week over a period of 8 weeks

Behavioral approach

Individual Parent Training Session OTHER

One 2- to 3-hour individual parent training session on the assessment and treatment of problem behavior

Educational approach

Eligibility Criteria

• Age: Up to 12 Years
• Sex: all
• Healthy Volunteers: No
• Age Groups: Child (0-17)

You may qualify if:

• Clinical diagnosis of autism spectrum disorder
• Must exhibit problem behavior

You may not qualify if:

• Already receiving services to reduce problem behaviors at home

Sponsors & Collaborators

• Université de Montréal: lead

Study Sites (3)

West Montreal Readaptation Centre

Lachine, Quebec, Canada

Location

CRDITED de Montréal

Montreal, Quebec, H3L 3T1, Canada

Location

Gold Centre

Montreal, Quebec, Canada

Location

MeSH Terms

Conditions

Child Development Disorders, Pervasive; Autism Spectrum Disorder; Problem Behavior

Condition Hierarchy (Ancestors)

Neurodevelopmental Disorders; Mental Disorders; Behavioral Symptoms; Behavior; Child Behavior

Study Officials

• Marc Lanovaz

  Université de Montréal

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Study Record Dates

• First Submitted: May 29, 2014
• First Posted: June 2, 2014
• Study Start: October 1, 2014
• Primary Completion: June 1, 2016
• Study Completion: September 1, 2016
• Last Updated: October 25, 2016

Record last verified: 2016-10

Locations

CA (3)