The Feasibility and Acceptability of Delivering Pivotal Response Treatment for Autism Spectrum Disorder via Telehealth: A Pilot Study (Preprint)

2021 ◽  
Author(s):  
Krista Nicole Drapalik ◽  
David Grodberg ◽  
Pamela Ventola
Keyword(s):  
Autism Spectrum Disorder ◽  
Parent Training ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Training Condition ◽  
Stepped Care ◽  
Pivotal Response Treatment ◽  
Clinical Effects ◽  
Children With Asd

BACKGROUND Pivotal Response Treatment (PRT), an evidence-based and parent-delivered intervention, is designed to improve social communication in individuals with autism spectrum disorder (ASD). OBJECTIVE To assess the feasibility, acceptability, and clinical effects of an online model of PRT delivered via MindNest Health that aims to provide self-directed and engaging online modules, real-time coaching and feedback, and accessible stepped-care to large populations of parents seeking resources for their children with ASD. METHODS Male and female children, ages 2-7 years old with single-word to phrase-level speech, were eligible to participate in the study. Families were randomized to the online parent training condition or control condition. The online component of the intervention consisted of eight 20-minute online courses of content describing parent training principles in PRT. Four 1-hour videoconferences were held after course 1, course 3, course 5, and course 8. Parents were given 1-2 weeks to complete each course. Parents completed the Client Expectancies Questionnaire (CCQ) at Week 2 and endpoint, as well as the Behavioral Intervention Rating Scale (BIRS) at endpoint to assess parental expectancies and treatment acceptability and effectiveness. RESULTS 9 of 14 subjects completed the study curriculum in the online parent training condition, and 6 of 12 subjects completed the control condition. A total of 58% subjects completed study curriculum by study closure. Within the online parent training condition, there was a significant increase in mean CCQ Total Scores from 25.38 ± 3.25 at baseline to 27.5 ± 3.74 at endpoint (P = .04), mean CCQ Confidence Scores from 6.0 ± 1.07 at baseline to 6.75 ± 0.89 at endpoint (P = .02), and mean CCQ Other Improvement Scores 5.25 ± 0.89 at baseline to 6.25 ± 1.28 at endpoint (P = .009). Within the control condition, a modest increase in CCQ scores existed (Confidence △M = +.25; Recommend △M = +.25; Total Score △M = +.50), but no significant results were found (Confidence P = .38; Recommend P = .36; Total Score P = .43). Out of the eleven parents that completed the BIRS at endpoint, 83% parents endorsed they slightly agree or agree with over 93% of the Acceptability factor items on the BIRS. CONCLUSIONS The feasibility of this online treatment is endorsed by the high rate of online module completion and attendance to videoconferences within the online parent training group. Acceptability of treatment is supported by strong ratings on the CCQ and significant improvements in scores as well as strong ratings on the BIRS. This study’s small sample size limits the conclusions that can be drawn, however, the PRT MindNest Health platform holds promise to support parents of children with ASD who are unable to access traditional, in-person parent-mediated intervention for their child.

scholarly journals The Effectiveness of Equine-Based Therapy in the Treatment of Social and Behavioural Aspects of Children with Autism Spectrum Disorder: A Systematic Review

2016 ◽  
Author(s):  
Courtney Wiese ◽  
Rebecca Simpson ◽  
Saravana Kumar
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Interactions ◽  
Outcome Measures ◽  
Methodological Quality ◽  
Small Sample Size ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Behavioural Aspects

Introduction: Individuals with Autism spectrum disorder (ASD) present with impairments in social interactions, communication, restricted, repetitive and stereotyped patterns of behaviour, interests or activities. Equine-based therapy is used as a treatment with children with disabilities. There have been no systematic reviews conducted on the effectiveness of equine-based therapy in children with ASD. Purpose: To examine the effectiveness of equine-based therapy on behavioural and social interactions in the treatment of children with ASD. Methods: A systematic search of Cochrane, OT Seeker, MEDLINE, Embase, CINAHL, PsychINFO, Informit health databases and Proquest central were conducted. Studies of participants, aged 4-16 years, with professional diagnosed ASDs were included if they utilised outcome measures assessing behaviours and social interactions through questionnaire or observation. A critical appraisal, using the McMaster Critical Review Form for Quantitative Studies, was performed to assess methodological quality. NHMRC body of evidence framework was used to provide the study with an overall grade of recommendation in assessing quality of evidence. Results: Eight studies of varying research designs and methodological quality met the inclusion criteria. The participants in these studies were aged between 4-16 years of age. The duration of the inventions ranged from 6-12 weeks, and each study used varied measures of outcome. Overall, studies showed some improvements in behaviours and social interactions following an equine-based therapy intervention. Conclusions: Few studies have investigated the effect of equine therapy on behaviour and social interactions of children with ASD. The current body of evidence is constrained by small sample size, lack of comparator, crude sampling methods, and the lack of standardised outcome measures. Equine-based therapy shows potential as a treatment method for behaviours and social interactions in children with ASD.

Peer-Mediated Pivotal Response Treatment for Children With Autism Spectrum Disorder: Provider Perspectives on Acceptability, Feasibility, and Fit at School

2018 ◽  
Vol 34 (4) ◽  
pp. 259-282 ◽  
Author(s):  
Ainsley M. Boudreau ◽  
Penny Corkum ◽  
Isabel M. Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
School Environment ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
Effective School ◽  
Overall Acceptability ◽  
Intervention Adaptation ◽  
Provider Perspectives ◽  
Children With Asd

Few effective school-based interventions that target social-communication skills are available for students with autism spectrum disorder (ASD). The growing gap between interventions designed for use in research settings and the school environment is concerning for researchers and clinicians alike. Research methods that incorporate relevant stakeholders (e.g., educators, early intervention providers [EIPs]) throughout the process from intervention design to implementation help to bridge this gap. This study used content analysis of interview data to evaluate the acceptability and feasibility of a specific peer-mediated intervention (PMI) for school use for young children with ASD. We explored educators’ and EIPs’ perspectives on evidence-based practice (EBP), the components of the proposed intervention (using Pivotal Response Treatment, PRT), and the overall acceptability and feasibility of using the intervention at school, through interviews with 29 participants (24 elementary school educators and five EIPs serving children with ASD). Results indicated that stakeholders had some knowledge of PRT and found the PMI approach to be acceptable and feasible. Several potential challenges were identified with respect to typically developing peers as intervention agents. We discuss educators’ specific recommendations for intervention adaptation and provide a model for researchers and educators to collaborate in promoting optimal use of EBPs at school.

scholarly journals Exploratory Study of Fecal Cortisol, Weight, and Behavior as Measures of Stress and Welfare in Shelter Cats During Assimilation Into Families of Children With Autism Spectrum Disorder

2021 ◽  
Vol 8 ◽  
Author(s):  
Gretchen K. Carlisle ◽  
Rebecca A. Johnson ◽  
Colleen S. Koch ◽  
Leslie A. Lyons ◽  
Ze Wang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Small Sample Size ◽  
Children With Autism ◽  
Communication Disorders ◽  
Preliminary Evidence ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Fecal Cortisol ◽  
Children With Asd

Background: Cats are a common companion animal (CA) in US households, and many live in families of children with autism spectrum disorder (ASD). The prevalence of ASD is one in 54, and many children have behavior challenges as well as their diagnostic communication disorders.Objective: Benefits of CAs for children with ASD have been identified, but little is known about the welfare of CAs in these homes. This study explored the welfare of cats (N = 10) screened for ideal social and calm temperament using the Feline Temperament Profile (FTP) and adopted by families of children with ASD.Methods: Cat stress was measured using fecal cortisol, weight, and a behavior stress measure (cat stress score). Measures were taken at baseline in the shelter, 2–3 days after adoption, and at weeks 6, 12, and 18.Result: Outcome measures suggested the adopted cats' stress levels did not increase postadoption; however, the small sample size limited analytical power and generalizability.Conclusion: This study provides preliminary evidence for the success of cat adoption by families of children with ASD, when cats have been temperament screened and cat behavior educational information is provided. Further research is warranted to confirm these findings.

scholarly journals Comparison of performance on verbal and nonverbal multiple-cue responding tasks in children with ASD

2017 ◽  
Author(s):  
Lisa Lokshina ◽  
Alexander Faisman ◽  
Jonah Elgart ◽  
Edward Khokhlovich ◽  
Yuriy Gankin ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Important Implication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Therapeutic Interventions ◽  
Pivotal Response Treatment ◽  
Newly Diagnosed ◽  
Therapeutic Application ◽  
Children With Asd

In this manuscript, we present data from an ongoing study of a tablet-based therapeutic application designed for newly diagnosed children with autism spectrum disorder (ASD) and modeled on Pivotal Response Treatment (PRT), a technique known to be effective in educating children with ASD. We describe the creation of a variety of analogous tasks that were presented both verbally and nonverbally within the application. This work presents our hypothesis that children with ASD perform better when a command is presented nonverbally. This approach may have important implication for the most effective way of delivering early therapeutic interventions to children with ASD.

scholarly journals Can probiotics benefit young people with autism spectrum disorders?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S282-S282
Author(s):  
Pooja Ramani ◽  
Regina Sala
Keyword(s):  
Autism Spectrum Disorder ◽  
Young People ◽  
Statistical Significance ◽  
Gastrointestinal Symptoms ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Sample Sizes ◽  
Autism Symptoms ◽  
Children With Asd

AimsThe aims are to evaluate the effectiveness of Probiotics on young people with Autism Spectrum Disorder.We hypothesized that there will be an improvement of the comorbid gastrointestinal symptoms that can accompany Autism Spectrum Disorder.We believe that the use of probiotics can exert bidirectional effects on the gut-brain axis which may result in improvements in core Autism symptoms.MethodA literature search was performed in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We used databases including OVID MEDLINE, Pubmed, EMBASE, AMED and the Cochrane register of controlled trials. Studies using Probiotics as a treatment for children with ASD were identified by key search terms; Child*, young person*, adoles*, teenagers, ASD, Autism Spectrum Disorder, Autism, Pervasive developmental disorder, PDD, Probiotics, Supplements, Lactobacillus, and Bifidobacterium. Inclusion criteria: Children of age range 2-18 with a diagnosis of ASD and having at least one gastrointestinal symptom were included. Exclusion criteria: The following were excluded: studies looking at Autism with interventions aside from Probiotics; studies where Probiotics were tested in conjunction with other interventions; studies where there were additional neurodevelopmental disorders.ResultTwelve studies identified all utilized probiotics. This included 7 Randomised Control Trials, 2 Open-Label studies, 1 pre and post-intervention design and 1 Case study. All RCTs gave probiotics or placebo to children.Ten studies showed an improvement in gastrointestinal symptoms. Six studies showed improvements in various behavioral measures. Four studies showed improvements in core autism symptoms. However, the sample sizes in these studies were not large enough to prove statistical significance.ConclusionNo studies showed an adverse reaction which indicates probiotics can be considered a safe treatment.The improvements in a variety of parameters imply probiotics a suitable adjunctive intervention that may help improve ASD core symptoms in young people as well as improving physical and behavioural comorbidities which in some cases was noted by parents.However, due to high dropout rates and generally small sample sizes, larger-scale trials are needed to critically confirm the efficacy of probiotics for children with ASD.

scholarly journals THE EFFECT OF A GREEK TRADITIONAL DANCE PROGRAM ON THE MOTOR COMPETENCE OF CHILDREN WITH AUTISM SPECTRUM DISORDER

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Evaggelia-Anna Marouli ◽  
Vasiliki Kaioglou ◽  
Vasilios Karfis ◽  
Antonios Kambas ◽  
Maria Koutsouba ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Motor Behavior ◽  
Autism Spectrum ◽  
Small Sample ◽  
Spectrum Disorder ◽  
Motor Competence ◽  
Children With Asd ◽  
Traditional Dance ◽  
Group A ◽  
Group B

It is usual for individuals with autism spectrum disorder (ASD) to demonstrate deficits in motor behavior. Participation in movement programs has been suggested to elicit improvements in their motor competence (MC) level. The aim of the present study was to examine the effect of a Greek traditional dance (GTD) program on the MC of 6-14-year-old children with ASD. The study design included eight participants (two girls, six boys), who were randomly allocated into two equal-sized groups, group A (its members participated only in the regular Physical Education lessons provided by their school) and group B (its members additionally followed an 8-week GTD program of two 40-min sessions per week). Children’s MC was assessed prior and immediately after the completion of the GTD program by the Bruininks- Oseretsky Test of Motor Proficiency (BOT-2 SF). Due to study’s small sample size and participants’ heterogenous ASD characteristics, the results will be interpreted as outcomes of multiple single case studies. Overall, it was observed that the MC of all participants was considerably poor; however, members of group B made greater improvements in both the total BOT-2 point score and most item raw scores compared to those of group A, with balance and body coordination skills presenting the greater improvements. Even though the results of this study stress the positive effect of GTD on the MC of children with ASD, future studies employing wider sample sizes and/or implementing longer programs are required to further confirm its merit. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0874/a.php" alt="Hit counter" /></p>

Peer-Mediated Pivotal Response Treatment at School for Children With Autism Spectrum Disorder

2019 ◽  
pp. 082957351987092
Author(s):  
Ainsley M. Boudreau ◽  
Joseph M. Lucyshyn ◽  
Penny Corkum ◽  
Katelyn Meko ◽  
Isabel M. Smith
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Pivotal Response Treatment ◽  
First Year ◽  
Peer Training ◽  
Baseline Design ◽  
Children With Asd ◽  
Multiple Probe

The main objective of the present study was to evaluate the efficacy of peer training in pivotal response treatment (PRT) for children with autism spectrum disorder (ASD) in their first year of school. Four 6-year-old boys with ASD and eight typically developing (TD) children (aged 4-6 years) participated in the study. A non-concurrent multiple-probe (across participants) baseline design was used. Outcomes were assessed before, immediately after, and 6 to 9 weeks following an eight-session training period. Overall, rates of peer engagement increased following training for three of the four children with ASD and rates of social initiation increased following training for two of the four children with ASD; these gains were maintained at follow-up. TD peers’ fidelity in implementing PRT techniques also improved. The present study suggests that relatively brief peer training in PRT can produce immediate and short-term sustained gains in peer-related social communication skills of children with ASD at school.

The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (1) ◽  
pp. 327-334 ◽  
Author(s):  
Allison Gladfelter ◽  
Cassidy VanZuiden
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Individual Characteristics ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
School Age Children ◽  
Social Responsiveness ◽  
Contributing Factors ◽  
Children With Asd ◽  
Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

scholarly journals Parents’ Perceptions of Early Interventions and Related Services for Children with Autism Spectrum Disorder in Saudi Arabia

2016 ◽  
Vol 9 (10) ◽  
pp. 128 ◽  
Author(s):  
Faihan Alotaibi ◽  
Nabil Almalki
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Early Intervention ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Early Interventions ◽  
Related Services ◽  
Children With Asd ◽  
The Government

<p class="apa">The present study sought to examine parents’ perceptions of early interventions and related services for children with autism spectrum disorder (ASD) in Saudi Arabia. In this study a survey was distributed to a sample of 80 parents with children who have ASD. Parents also were asked open-ended questions to enable them to provide suggestions. The findings indicate that parents have varying perceptions of early interventions and related services. However, they seem to agree that these services are important in assisting their children. Accordingly, parents have suggested that the government needs to increase these services by providing more centers for children with ASD in Saudi Arabia, providing more specialists to deal with children with ASD, promoting inclusion in regular schools and providing more information on early intervention.</p>

scholarly journals Implication of the Sensory Environment in Children with Autism Spectrum Disorder: Perspectives from School

2021 ◽  
Vol 18 (14) ◽  
pp. 7670
Author(s):  
Ana Gentil-Gutiérrez ◽  
José Luis Cuesta-Gómez ◽  
Paula Rodríguez-Fernández ◽  
Jerónimo Javier González-Bernal
Keyword(s):  
Autism Spectrum Disorder ◽  
Sensory Processing ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Sensory Profile ◽  
School Factors ◽  
Cross Sectional ◽  
Sensory Stimuli ◽  
Children With Asd

(1) Background: Children with Autism Spectrum Disorder (ASD) frequently have difficulties in processing sensory information, which is a limitation when participating in different contexts, such as school. The objective of the present study was to compare the sensory processing characteristics of children with ASD in the natural context of school through the perception of professionals in the field of education, in comparison with neurodevelopmental children (2) Methods: A cross-sectional descriptive study as conducted with study population consisting of children between three and ten years old, 36 of whom were diagnosed with ASD and attended the Autismo Burgos association; the remaining 24 had neurotypical development. The degree of response of the children to sensory stimuli at school was evaluated using the Sensory Profile-2 (SP-2) questionnaire in its school version, answered by the teachers. (3) Results: Statistically significant differences were found in sensory processing patterns (p = 0.001), in sensory systems (p = 0.001) and in school factors (p = 0.001). Children with ASD who obtained worse results. (4) Conclusions: Children with ASD are prone to present sensory alterations in different contexts, giving nonadapted behavioral and learning responses.

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