Difference between revisions of "PMID 15482502"
(Created page with ''''A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness''' '''Catherine Aldred, Jonathan Green,…') |
m |
||
| (10 intermediate revisions by the same user not shown) | |||
| Line 1: | Line 1: | ||
| − | '''A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness''' | + | '''[http://www.ncbi.nlm.nih.gov/pubmed?term=15482502 A new social communication intervention for children with autism: pilot randomised controlled treatment study suggesting effectiveness]''' |
| − | + | ''Catherine Aldred, Jonathan Green, Catherine Adams, Nov 2004'' | |
| + | '''Background''' | ||
| − | This study takes place in the UK, and is focused on a social communication intervention against routine care only using randomized control trials (RCTs). The treatment group consisted of children with autism and PDD-NOS. The treatment group consisted of 14 autistic children, 13 boys and 1 girl. The control group consisted of 14 autistic children, 12 boys and 2 girls. Four subgroups were identified within both treatment and control groups. These subgroups were: | + | This study takes place in the UK, and is focused on a social communication intervention against routine care only using randomized control trials (RCTs). |
| + | |||
| + | |||
| + | '''Introduction''' | ||
| + | |||
| + | Goal: Determine effectiveness of a parent-based social communication intervention against routine care alone in a Randomized Control Trial (RCT). | ||
| + | |||
| + | |||
| + | '''Methods''' | ||
| + | |||
| + | The treatment group consisted of children with [http://www.phenowiki.org/wiki/index.php/Autism autism] and [http://www.phenowiki.org/wiki/index.php/PDD-NOS PDD-NOS]. The treatment group consisted of 14 autistic children, 13 boys and 1 girl. The control group consisted of 14 autistic children, 12 boys and 2 girls. Four subgroups were identified within both treatment and control groups. These subgroups were: | ||
• Young High Functioning (24-47 months, ADOS = 11-17) | • Young High Functioning (24-47 months, ADOS = 11-17) | ||
| Line 15: | Line 26: | ||
• Older Low Functioning (48-71 months, ADOS = 18-24) | • Older Low Functioning (48-71 months, ADOS = 18-24) | ||
Staying true to being a randomized control trial, intervention was based on the intention to treat. | Staying true to being a randomized control trial, intervention was based on the intention to treat. | ||
| − | |||
| − | |||
The control group received routine care, while the treatment group received both routine care and study intervention. Study intervention treatment consisted of monthly psycho-educational workshop sessions for six months, followed by six additional months of less frequent sessions. Assessment measures used were: | The control group received routine care, while the treatment group received both routine care and study intervention. Study intervention treatment consisted of monthly psycho-educational workshop sessions for six months, followed by six additional months of less frequent sessions. Assessment measures used were: | ||
| − | • Autism Diagnostic Interview (ADI) – Used as a baseline assessment for behaviors of autistic children between the age of 4 and 5. | + | • [http://www.phenowiki.org/wiki/index.php/ADI-R Autism Diagnostic Interview (ADI)] – Used as a baseline assessment for behaviors of autistic children between the age of 4 and 5. |
| − | • Autism Diagnostic Observation Schedule (ADOS) – Used at screening to diagnose and measure change in autistic symptoms during treatment. | + | • [http://www.phenowiki.org/wiki/index.php/ADOS Autism Diagnostic Observation Schedule (ADOS)] – Used at screening to diagnose and measure change in autistic symptoms during treatment. |
• Vineland Adaptive Behavior Scales – Indicator of functional skills across a wide range of ages and impairment levels. | • Vineland Adaptive Behavior Scales – Indicator of functional skills across a wide range of ages and impairment levels. | ||
| Line 28: | Line 37: | ||
• MacArthur Communicative Developmental Inventory – Measured the child’s understanding of expressions, words and gestures | • MacArthur Communicative Developmental Inventory – Measured the child’s understanding of expressions, words and gestures | ||
| − | • Parenting Stress Index – Used to record total levels of stress and child difficulty. | + | • [http://www.phenowiki.org/wiki/index.php/Parenting_Stress_Index Parenting Stress Index] – Used to record total levels of stress and child difficulty. |
• Parent-child Interaction – Standardized rules for consistent and reliable recording of communication acts, asynchronous parental communication, synchronous parental communication, semantic contingency, and shared attention. | • Parent-child Interaction – Standardized rules for consistent and reliable recording of communication acts, asynchronous parental communication, synchronous parental communication, semantic contingency, and shared attention. | ||
| + | '''Results''' | ||
Baseline assessments were analyzed using ANCOVA, while post-treatment assessments were analyzed using an analysis of change in standardized measures and video analysis. Reciprocal social interaction showed the most significant treatment effect between the treatment and control groups (F(1, 25) = 10.30; p = 0.004). Based on the MacArthur Inventory, the treatment group made significant gains in expressive language skills (F = 18.5; p < 0.001). Parent synchrony improved in the treatment group and decreased in the control group, and no significant difference was found in the total Parenting Stress Index numbers. | Baseline assessments were analyzed using ANCOVA, while post-treatment assessments were analyzed using an analysis of change in standardized measures and video analysis. Reciprocal social interaction showed the most significant treatment effect between the treatment and control groups (F(1, 25) = 10.30; p = 0.004). Based on the MacArthur Inventory, the treatment group made significant gains in expressive language skills (F = 18.5; p < 0.001). Parent synchrony improved in the treatment group and decreased in the control group, and no significant difference was found in the total Parenting Stress Index numbers. | ||
| + | |||
| + | |||
| + | '''Conclusion''' | ||
| + | |||
| + | Results support the initial hypothesis that parent-based social communication intervention and routine care are better than routine care alone. | ||
| + | |||
| + | |||
| + | '''Discussion''' | ||
| + | |||
| + | Overall, the results look promising for parent-based intervention alongside routine care for future studies and treatments, but the current study's sample size was limited so the results of the study should be retested for reliability. | ||
Latest revision as of 18:51, 26 April 2012
Catherine Aldred, Jonathan Green, Catherine Adams, Nov 2004
Background
This study takes place in the UK, and is focused on a social communication intervention against routine care only using randomized control trials (RCTs).
Introduction
Goal: Determine effectiveness of a parent-based social communication intervention against routine care alone in a Randomized Control Trial (RCT).
Methods
The treatment group consisted of children with autism and PDD-NOS. The treatment group consisted of 14 autistic children, 13 boys and 1 girl. The control group consisted of 14 autistic children, 12 boys and 2 girls. Four subgroups were identified within both treatment and control groups. These subgroups were:
• Young High Functioning (24-47 months, ADOS = 11-17)
• Young low Functioning (24-47 months, ADOS = 18-24)
• Older High Functioning (48-71 months, ADOS = 11-17)
• Older Low Functioning (48-71 months, ADOS = 18-24) Staying true to being a randomized control trial, intervention was based on the intention to treat.
The control group received routine care, while the treatment group received both routine care and study intervention. Study intervention treatment consisted of monthly psycho-educational workshop sessions for six months, followed by six additional months of less frequent sessions. Assessment measures used were:
• Autism Diagnostic Interview (ADI) – Used as a baseline assessment for behaviors of autistic children between the age of 4 and 5.
• Autism Diagnostic Observation Schedule (ADOS) – Used at screening to diagnose and measure change in autistic symptoms during treatment.
• Vineland Adaptive Behavior Scales – Indicator of functional skills across a wide range of ages and impairment levels.
• MacArthur Communicative Developmental Inventory – Measured the child’s understanding of expressions, words and gestures
• Parenting Stress Index – Used to record total levels of stress and child difficulty.
• Parent-child Interaction – Standardized rules for consistent and reliable recording of communication acts, asynchronous parental communication, synchronous parental communication, semantic contingency, and shared attention.
Results
Baseline assessments were analyzed using ANCOVA, while post-treatment assessments were analyzed using an analysis of change in standardized measures and video analysis. Reciprocal social interaction showed the most significant treatment effect between the treatment and control groups (F(1, 25) = 10.30; p = 0.004). Based on the MacArthur Inventory, the treatment group made significant gains in expressive language skills (F = 18.5; p < 0.001). Parent synchrony improved in the treatment group and decreased in the control group, and no significant difference was found in the total Parenting Stress Index numbers.
Conclusion
Results support the initial hypothesis that parent-based social communication intervention and routine care are better than routine care alone.
Discussion
Overall, the results look promising for parent-based intervention alongside routine care for future studies and treatments, but the current study's sample size was limited so the results of the study should be retested for reliability.
