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Randomized control trial report on the effectiveness of Group Attachment-Based Intervention (GABI©): Improvements in the parent–child relationship not seen in the control group / Howard STEELE in Development and Psychopathology, 31-1 (February 2019)
[article]
Titre : Randomized control trial report on the effectiveness of Group Attachment-Based Intervention (GABI©): Improvements in the parent–child relationship not seen in the control group Type de document : Texte imprimé et/ou numérique Auteurs : Howard STEELE, Auteur ; Anne MURPHY, Auteur ; Karen BONUCK, Auteur ; Paul MEISSNER, Auteur ; Miriam STEELE, Auteur Article en page(s) : p.203-217 Langues : Anglais (eng) Mots-clés : adverse childhood experiences child maltreatment Coding Interactive Behavior Group Attachment-Based Intervention (GABI) randomized control trial Steps Toward Effective Parenting (STEP) Index. décimale : PER Périodiques Résumé : This paper reports on a randomized control trial involving children less than 3 years old and their mothers who were regarded at risk of maltreating their children by referral agencies. Mothers’ risk status derived from a heavy trauma burden (average exposure over the first 18 years of their lives to 10 possible adverse childhood experiences [ACEs] was >5), mental health challenges (15%–28% had experienced a prior psychiatric hospitalization), and prior removal of a child to foster care (20%). Mothers were randomly assigned to either a widely used parenting class known as Systematic Training for Effective Parenting (STEP) or the Group Attachment-Based Intervention (GABI), a multifamily 26-week treatment. The resulting mother–child pairs available for consideration in this baseline versus end-of-treatment report were 35 families in the STEP arm and 43 families in the GABI arm. The focus of this paper is the outcome measure of observed parent–child relationship assessed with the Coding of Interactive Behavior (Feldman, 1998) collected at baseline and end of treatment. In comparison to STEP, results indicated that GABI was linked to significant improvements in maternal supportive presence and dyadic reciprocity, and significant declines in maternal hostility and dyadic constriction (proxies for risk of child maltreatment). These medium-to large-sized effects remained significant even after controlling for mothers’ prior ACEs in analysis of covariance procedures. In addition, two small interaction effects of ACEs by treatment type were found, underlining the need for, and value of, treatments that are sensitive to parents’ traumatic histories. En ligne : http://dx.doi.org/10.1017/S0954579418001621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Development and Psychopathology > 31-1 (February 2019) . - p.203-217[article] Randomized control trial report on the effectiveness of Group Attachment-Based Intervention (GABI©): Improvements in the parent–child relationship not seen in the control group [Texte imprimé et/ou numérique] / Howard STEELE, Auteur ; Anne MURPHY, Auteur ; Karen BONUCK, Auteur ; Paul MEISSNER, Auteur ; Miriam STEELE, Auteur . - p.203-217.
Langues : Anglais (eng)
in Development and Psychopathology > 31-1 (February 2019) . - p.203-217
Mots-clés : adverse childhood experiences child maltreatment Coding Interactive Behavior Group Attachment-Based Intervention (GABI) randomized control trial Steps Toward Effective Parenting (STEP) Index. décimale : PER Périodiques Résumé : This paper reports on a randomized control trial involving children less than 3 years old and their mothers who were regarded at risk of maltreating their children by referral agencies. Mothers’ risk status derived from a heavy trauma burden (average exposure over the first 18 years of their lives to 10 possible adverse childhood experiences [ACEs] was >5), mental health challenges (15%–28% had experienced a prior psychiatric hospitalization), and prior removal of a child to foster care (20%). Mothers were randomly assigned to either a widely used parenting class known as Systematic Training for Effective Parenting (STEP) or the Group Attachment-Based Intervention (GABI), a multifamily 26-week treatment. The resulting mother–child pairs available for consideration in this baseline versus end-of-treatment report were 35 families in the STEP arm and 43 families in the GABI arm. The focus of this paper is the outcome measure of observed parent–child relationship assessed with the Coding of Interactive Behavior (Feldman, 1998) collected at baseline and end of treatment. In comparison to STEP, results indicated that GABI was linked to significant improvements in maternal supportive presence and dyadic reciprocity, and significant declines in maternal hostility and dyadic constriction (proxies for risk of child maltreatment). These medium-to large-sized effects remained significant even after controlling for mothers’ prior ACEs in analysis of covariance procedures. In addition, two small interaction effects of ACEs by treatment type were found, underlining the need for, and value of, treatments that are sensitive to parents’ traumatic histories. En ligne : http://dx.doi.org/10.1017/S0954579418001621 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 Enhancing interactions during daily routines: A randomized controlled trial of a web-based tutorial for parents of young children with ASD / L. V. IBANEZ in Autism Research, 11-4 (April 2018)
[article]
Titre : Enhancing interactions during daily routines: A randomized controlled trial of a web-based tutorial for parents of young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : L. V. IBANEZ, Auteur ; K. KOBAK, Auteur ; A. SWANSON, Auteur ; L. WALLACE, Auteur ; Zachary WARREN, Auteur ; W. L. STONE, Auteur Article en page(s) : p.667-678 Langues : Anglais (eng) Mots-clés : daily routines parent training/coaching parenting efficacy parenting stress randomized control trial social communication Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) often experience difficulty participating in everyday home routines, such as bed time or bath time. This randomized controlled trial examined the efficacy of an interactive, web-based parenting tutorial for improving children's engagement in daily routines (i.e., proximal outcomes) as well improving children's social communication and parenting efficacy and stress (i.e., broad outcomes). Parents of children with ASD between 18 and 60 months were randomly assigned to the Tutorial group (n = 52) or the Control group (n = 52). All parents completed questionnaires at baseline (T1), 1 month after T1 (T2; post-tutorial completion), and 2 months after T1 (T3). Relative to the Control group, parents in the Tutorial group reported significantly higher use of evidence-based instructional strategies and higher levels of child engagement during routines at T2 and T3. In addition, parents in the Tutorial group reported significantly lower parenting stress and higher parenting efficacy at T3, as well as higher ratings of child social communication at T2 and T3, compared to the Control group. Parents reported being highly satisfied with both the clinical content and technical aspects of the tutorial. These improvements in both proximal and broad parent-child outcomes suggest that this tutorial may be a promising and accessible way for empowering some parents and improving parent-child interactions. Autism Res 2018, 11: 667-678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This web-based tutorial helped parents of children with ASD use proven strategies to improve their child's participation in daily routines at home. Parents who used the tutorial reported less parenting stress, felt better about their parenting skills, and reported better child social interactions compared to parents who did not use the tutorial. This tutorial may be especially helpful for families who have limited access to services, as it can be completed at home. En ligne : http://dx.doi.org/10.1002/aur.1919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism Research > 11-4 (April 2018) . - p.667-678[article] Enhancing interactions during daily routines: A randomized controlled trial of a web-based tutorial for parents of young children with ASD [Texte imprimé et/ou numérique] / L. V. IBANEZ, Auteur ; K. KOBAK, Auteur ; A. SWANSON, Auteur ; L. WALLACE, Auteur ; Zachary WARREN, Auteur ; W. L. STONE, Auteur . - p.667-678.
Langues : Anglais (eng)
in Autism Research > 11-4 (April 2018) . - p.667-678
Mots-clés : daily routines parent training/coaching parenting efficacy parenting stress randomized control trial social communication Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) often experience difficulty participating in everyday home routines, such as bed time or bath time. This randomized controlled trial examined the efficacy of an interactive, web-based parenting tutorial for improving children's engagement in daily routines (i.e., proximal outcomes) as well improving children's social communication and parenting efficacy and stress (i.e., broad outcomes). Parents of children with ASD between 18 and 60 months were randomly assigned to the Tutorial group (n = 52) or the Control group (n = 52). All parents completed questionnaires at baseline (T1), 1 month after T1 (T2; post-tutorial completion), and 2 months after T1 (T3). Relative to the Control group, parents in the Tutorial group reported significantly higher use of evidence-based instructional strategies and higher levels of child engagement during routines at T2 and T3. In addition, parents in the Tutorial group reported significantly lower parenting stress and higher parenting efficacy at T3, as well as higher ratings of child social communication at T2 and T3, compared to the Control group. Parents reported being highly satisfied with both the clinical content and technical aspects of the tutorial. These improvements in both proximal and broad parent-child outcomes suggest that this tutorial may be a promising and accessible way for empowering some parents and improving parent-child interactions. Autism Res 2018, 11: 667-678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This web-based tutorial helped parents of children with ASD use proven strategies to improve their child's participation in daily routines at home. Parents who used the tutorial reported less parenting stress, felt better about their parenting skills, and reported better child social interactions compared to parents who did not use the tutorial. This tutorial may be especially helpful for families who have limited access to services, as it can be completed at home. En ligne : http://dx.doi.org/10.1002/aur.1919 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 The early course and treatment of posttraumatic stress disorder in very young children: diagnostic prevalence and predictors in hospital-attending children and a randomized controlled proof-of-concept trial of trauma-focused cognitive therapy, for 3- to 8-year-olds / C. HITCHCOCK in Journal of Child Psychology and Psychiatry, 63-1 (January 2022)
[article]
Titre : The early course and treatment of posttraumatic stress disorder in very young children: diagnostic prevalence and predictors in hospital-attending children and a randomized controlled proof-of-concept trial of trauma-focused cognitive therapy, for 3- to 8-year-olds Type de document : Texte imprimé et/ou numérique Auteurs : C. HITCHCOCK, Auteur ; B. GOODALL, Auteur ; I. M. WRIGHT, Auteur ; A. BOYLE, Auteur ; D. JOHNSTON, Auteur ; D. DUNNING, Auteur ; J. GILLARD, Auteur ; K. GRIFFITHS, Auteur ; A. HUMPHREY, Auteur ; A. MCKINNON, Auteur ; I. K. PANESAR, Auteur ; A. WERNER-SEIDLER, Auteur ; P. WATSON, Auteur ; P. SMITH, Auteur ; R. MEISER-STEDMAN, Auteur ; Tim DALGLEISH, Auteur Article en page(s) : p.58-67 Langues : Anglais (eng) Mots-clés : Adult Child Child, Preschool Cognitive Behavioral Therapy Hospitals Humans Prevalence Psychotherapy Stress Disorders, Post-Traumatic/diagnosis/epidemiology/therapy Posttraumatic stress disorder randomized control trial young children Index. décimale : PER Périodiques Résumé : BACKGROUND: The introduction of developmentally adapted criteria for posttraumatic stress disorder (PTSD) has improved the identification of ?6-year-old children with clinical needs. Across two studies, we assess predictors of the development of PTSD in young children (PTSD-YC), including the adult-led acute stress disorder (ASD) diagnosis, and provide proof of principle for cognitive-focused therapy for this age range, with the aim of increasing treatment options for children diagnosed with PTSD-YC. METHOD: Study 1 (N?=?105) assessed ASD and PTSD-YC diagnosis in 3- to 8-year-old children within one month and at around three months following attendance at an emergency room. Study 2 (N?=?37) was a preregistered (www.isrctn.com/ISRCTN35018680) randomized controlled early-phase trial comparing CBT-3M, a cognitive-focused intervention, to treatment-as-usual (TAU) delivered within the UK NHS to 3- to 8-year-olds diagnosed with PTSD-YC. RESULTS: In Study 1, the ASD diagnosis failed to identify any young children. In contrast, prevalence of acute PTSD-YC (minus the duration requirement) was 8.6% in the first month post-trauma and 10.1% at 3?months. Length of hospital stay, but no other demographic or trauma-related characteristics, predicted development of later PTSD-YC. Early (within one month) diagnosis of acute PTSD-YC had a positive predictive value of 50% for later PTSD-YC. In Study 2, most children lost their PTSD-YC diagnosis following completion of CBT-3M (84.6%) relative to TAU (6.7%) and CBT-3M was acceptable to recipient families. Effect sizes were also in favor of CBT-3M for secondary outcome measures. CONCLUSIONS: The ASD diagnosis is not fit for purpose in this age-group. There was a strong and encouraging signal of putative efficacy for young children treated using a cognitive-focused treatment for PTSD, and a larger trial of CBT-3M is now warranted. En ligne : http://dx.doi.org/10.1111/jcpp.13460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 63-1 (January 2022) . - p.58-67[article] The early course and treatment of posttraumatic stress disorder in very young children: diagnostic prevalence and predictors in hospital-attending children and a randomized controlled proof-of-concept trial of trauma-focused cognitive therapy, for 3- to 8-year-olds [Texte imprimé et/ou numérique] / C. HITCHCOCK, Auteur ; B. GOODALL, Auteur ; I. M. WRIGHT, Auteur ; A. BOYLE, Auteur ; D. JOHNSTON, Auteur ; D. DUNNING, Auteur ; J. GILLARD, Auteur ; K. GRIFFITHS, Auteur ; A. HUMPHREY, Auteur ; A. MCKINNON, Auteur ; I. K. PANESAR, Auteur ; A. WERNER-SEIDLER, Auteur ; P. WATSON, Auteur ; P. SMITH, Auteur ; R. MEISER-STEDMAN, Auteur ; Tim DALGLEISH, Auteur . - p.58-67.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-1 (January 2022) . - p.58-67
Mots-clés : Adult Child Child, Preschool Cognitive Behavioral Therapy Hospitals Humans Prevalence Psychotherapy Stress Disorders, Post-Traumatic/diagnosis/epidemiology/therapy Posttraumatic stress disorder randomized control trial young children Index. décimale : PER Périodiques Résumé : BACKGROUND: The introduction of developmentally adapted criteria for posttraumatic stress disorder (PTSD) has improved the identification of ?6-year-old children with clinical needs. Across two studies, we assess predictors of the development of PTSD in young children (PTSD-YC), including the adult-led acute stress disorder (ASD) diagnosis, and provide proof of principle for cognitive-focused therapy for this age range, with the aim of increasing treatment options for children diagnosed with PTSD-YC. METHOD: Study 1 (N?=?105) assessed ASD and PTSD-YC diagnosis in 3- to 8-year-old children within one month and at around three months following attendance at an emergency room. Study 2 (N?=?37) was a preregistered (www.isrctn.com/ISRCTN35018680) randomized controlled early-phase trial comparing CBT-3M, a cognitive-focused intervention, to treatment-as-usual (TAU) delivered within the UK NHS to 3- to 8-year-olds diagnosed with PTSD-YC. RESULTS: In Study 1, the ASD diagnosis failed to identify any young children. In contrast, prevalence of acute PTSD-YC (minus the duration requirement) was 8.6% in the first month post-trauma and 10.1% at 3?months. Length of hospital stay, but no other demographic or trauma-related characteristics, predicted development of later PTSD-YC. Early (within one month) diagnosis of acute PTSD-YC had a positive predictive value of 50% for later PTSD-YC. In Study 2, most children lost their PTSD-YC diagnosis following completion of CBT-3M (84.6%) relative to TAU (6.7%) and CBT-3M was acceptable to recipient families. Effect sizes were also in favor of CBT-3M for secondary outcome measures. CONCLUSIONS: The ASD diagnosis is not fit for purpose in this age-group. There was a strong and encouraging signal of putative efficacy for young children treated using a cognitive-focused treatment for PTSD, and a larger trial of CBT-3M is now warranted. En ligne : http://dx.doi.org/10.1111/jcpp.13460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders / Yen-Ting YU ; Ming-Hsuan LIU ; Ching-Chiau KUO ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102286 Mots-clés : Social-competence group intervention Autism spectrum disorder Preschool-age children Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children?s social competence, children?s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size ?2 = 0.26?0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size ?2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06?.94). Conclusions The SCGI was effective in improving children?s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102286[article] A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur . - p.102286.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102286
Mots-clés : Social-competence group intervention Autism spectrum disorder Preschool-age children Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children?s social competence, children?s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size ?2 = 0.26?0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size ?2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06?.94). Conclusions The SCGI was effective in improving children?s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520