47 recherche sur le mot-clé 'randomized controlled trial'

Randomized Controlled Trial of the Focus Parent Training for Toddlers with Autism: 1-Year Outcome / Iris J. OOSTERLING in Journal of Autism and Developmental Disorders, 40-12 (December 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1447-1458 Titre : Randomized Controlled Trial of the Focus Parent Training for Toddlers with Autism: 1-Year Outcome Type de document : texte imprimé Auteurs : Iris J. OOSTERLING, Auteur ; Janne C. VISSER, Auteur ; Sophie H.N. SWINKELS, Auteur ; Nanda N. ROMMELSE, Auteur ; Rogier DONDERS, Auteur ; Tim WOUDENBERG, Auteur ; Sascha ROOS, Auteur ; Rutger Jan VAN DER GAAG, Auteur ; Jan K. BUITELAAR, Auteur Année de publication : 2010 Article en page(s) : p.1447-1458 Langues : Anglais (eng) Mots-clés : Autism  Parent training  Toddler  Early intervention  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This randomized controlled trial compared results obtained after 12 months of nonintensive parent training plus care-as-usual and care-as-usual alone. The training focused on stimulating joint attention and language skills and was based on the intervention described by Drew et al. (Eur Child Adolesc Psychiatr 11:266–272, 2002). Seventy-five toddlers with autism spectrum disorder (65 autism, 10 PDD-NOS, mean age = 34.4 months, SD = 6.2) were enrolled. Analyses were conducted on a final sample of 67 children (lost to follow-up = 8). No significant intervention effects were found for any of the primary (language), secondary (global clinical improvement), or mediating (child engagement, early precursors of social communication, or parental skills) outcome variables, suggesting that the ‘Focus parent training’ was not of additional value to the more general care-as-usual. En ligne : http://dx.doi.org/10.1007/s10803-010-1004-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Randomized Controlled Trial of the Focus Parent Training for Toddlers with Autism: 1-Year Outcome [texte imprimé] / Iris J. OOSTERLING, Auteur ; Janne C. VISSER, Auteur ; Sophie H.N. SWINKELS, Auteur ; Nanda N. ROMMELSE, Auteur ; Rogier DONDERS, Auteur ; Tim WOUDENBERG, Auteur ; Sascha ROOS, Auteur ; Rutger Jan VAN DER GAAG, Auteur ; Jan K. BUITELAAR, Auteur . - 2010 . - p.1447-1458. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1447-1458 Mots-clés : Autism  Parent training  Toddler  Early intervention  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This randomized controlled trial compared results obtained after 12 months of nonintensive parent training plus care-as-usual and care-as-usual alone. The training focused on stimulating joint attention and language skills and was based on the intervention described by Drew et al. (Eur Child Adolesc Psychiatr 11:266–272, 2002). Seventy-five toddlers with autism spectrum disorder (65 autism, 10 PDD-NOS, mean age = 34.4 months, SD = 6.2) were enrolled. Analyses were conducted on a final sample of 67 children (lost to follow-up = 8). No significant intervention effects were found for any of the primary (language), secondary (global clinical improvement), or mediating (child engagement, early precursors of social communication, or parental skills) outcome variables, suggesting that the ‘Focus parent training’ was not of additional value to the more general care-as-usual. En ligne : http://dx.doi.org/10.1007/s10803-010-1004-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder / Jennie Ying Tung LO in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154 Titre : Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jennie Ying Tung LO, Auteur ; Kathy Kar-Man SHUM, Auteur Article en page(s) : p.2146-2154 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Child  Child Language  Child, Preschool  Comprehension  Female  Humans  Male  Parents  Reading  Verbal Learning  Autism spectrum disorder  Dialogic reading  Intervention  Preschoolers  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age = 5.90 years, SD = 0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Brief Report: A Randomized Controlled Trial of the Effects of RECALL (Reading to Engage Children with Autism in Language and Learning) for Preschoolers with Autism Spectrum Disorder [texte imprimé] / Jennie Ying Tung LO, Auteur ; Kathy Kar-Man SHUM, Auteur . - p.2146-2154. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.2146-2154 Mots-clés : Autism Spectrum Disorder/psychology  Child  Child Language  Child, Preschool  Comprehension  Female  Humans  Male  Parents  Reading  Verbal Learning  Autism spectrum disorder  Dialogic reading  Intervention  Preschoolers  Randomized controlled trial Index. décimale : PER Périodiques Résumé : This study investigated the effects of a parent-implemented dialogic reading approach-Reading to Engage Children with Autism in Language and Learning (RECALL)-on the engagement in reading and inference-making ability for preschoolers with autism spectrum disorder (ASD). Thirty-one preschoolers (mean age = 5.90 years, SD = 0.69; 26 boys, 5 girls) were randomly assigned to a treatment or control group. Six weeks of RECALL significantly enhanced story comprehension, emotion knowledge, and reading engagement among preschoolers in the treatment group. This might be the first randomized controlled trial testing the effects of RECALL on children with ASD. Our findings suggest that additional instructional support such as the application of a prompting hierarchy during dialogic reading might help children with ASD reap greater benefits from shared book reading. En ligne : http://dx.doi.org/10.1007/s10803-020-04692-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Effects and Moderators of a Short Theory of Mind Intervention for Children with Autism Spectrum Disorder: A Randomized Controlled Trial / Sander BEGEER in Autism Research, 8-6 (December 2015)  

Public ISBD [article]  inAutism Research > 8-6 (December 2015) . - p.738-748 Titre : Effects and Moderators of a Short Theory of Mind Intervention for Children with Autism Spectrum Disorder: A Randomized Controlled Trial Type de document : texte imprimé Auteurs : Sander BEGEER, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Cassandra CLAUSER, Auteur ; Ramon LINDAUER, Auteur ; Pamela CLIFFORD, Auteur ; Carolien GEVERS, Auteur ; Frits BOER, Auteur ; Hans M. KOOT, Auteur Article en page(s) : p.738-748 Langues : Anglais (eng) Mots-clés : autism  treatment  randomized controlled trial  theory of mind  moderator Index. décimale : PER Périodiques Résumé : Limited perspective taking or “Theory of Mind” (ToM) abilities are a core deficit of autism, and many interventions are aimed to improve ToM abilities. In this study, we investigated the effectiveness of a ToM treatment for children with autism spectrum disorders (ASD) and, for the first time, the moderating roles of social interaction style (SIS) and disruptive behavior (DB), to determine which children are most likely to respond to this intervention. The trial protocol is registered at www.trialregister.nl, trial number 2327 and published before the data collection was finished (www.trialsjournal.com). Children with autism aged 7–12 years (n = 97) were randomized over a waitlist control or a treatment condition. Outcome measures included ToM and emotion understanding, parent and teacher questionnaires on children's social skills, ToM-related social behavior, and autistic traits. Six-month follow-up parent reported data were collected for the treatment group. The treatment had a positive effect on ToM understanding, parent-reported ToM behavior, and autistic traits, but not on parent or teacher-reported social behavior. Passive SIS was associated with diminished treatment effects on autistic traits, but DB was unrelated to outcomes. The ToM intervention improved conceptual social understanding and ToM-related behavior of children with ASD. However, broader application of learned skills to other domains of functioning was limited. Individual differences with regard to treatment response are discussed. Autism Res 2015, 8: 738–748. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Effects and Moderators of a Short Theory of Mind Intervention for Children with Autism Spectrum Disorder: A Randomized Controlled Trial [texte imprimé] / Sander BEGEER, Auteur ; Patricia HOWLIN, Auteur ; Elske HODDENBACH, Auteur ; Cassandra CLAUSER, Auteur ; Ramon LINDAUER, Auteur ; Pamela CLIFFORD, Auteur ; Carolien GEVERS, Auteur ; Frits BOER, Auteur ; Hans M. KOOT, Auteur . - p.738-748. Langues : Anglais (eng) in Autism Research > 8-6 (December 2015) . - p.738-748 Mots-clés : autism  treatment  randomized controlled trial  theory of mind  moderator Index. décimale : PER Périodiques Résumé : Limited perspective taking or “Theory of Mind” (ToM) abilities are a core deficit of autism, and many interventions are aimed to improve ToM abilities. In this study, we investigated the effectiveness of a ToM treatment for children with autism spectrum disorders (ASD) and, for the first time, the moderating roles of social interaction style (SIS) and disruptive behavior (DB), to determine which children are most likely to respond to this intervention. The trial protocol is registered at www.trialregister.nl, trial number 2327 and published before the data collection was finished (www.trialsjournal.com). Children with autism aged 7–12 years (n = 97) were randomized over a waitlist control or a treatment condition. Outcome measures included ToM and emotion understanding, parent and teacher questionnaires on children's social skills, ToM-related social behavior, and autistic traits. Six-month follow-up parent reported data were collected for the treatment group. The treatment had a positive effect on ToM understanding, parent-reported ToM behavior, and autistic traits, but not on parent or teacher-reported social behavior. Passive SIS was associated with diminished treatment effects on autistic traits, but DB was unrelated to outcomes. The ToM intervention improved conceptual social understanding and ToM-related behavior of children with ASD. However, broader application of learned skills to other domains of functioning was limited. Individual differences with regard to treatment response are discussed. Autism Res 2015, 8: 738–748. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Effects of a parent advocacy intervention on service access for transition-aged autistic youth: a multisite randomized controlled trial / Julie Lounds TAYLOR in Journal of Child Psychology and Psychiatry, 67-2 (February 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-2 (February 2026) . - p.212-224 Titre : Effects of a parent advocacy intervention on service access for transition-aged autistic youth: a multisite randomized controlled trial Type de document : texte imprimé Auteurs : Julie Lounds TAYLOR, Auteur ; Leann Smith DAWALT, Auteur ; Meghan M. BURKE, Auteur ; Meng XU, Auteur ; James C. SLAUGHTER, Auteur Article en page(s) : p.212-224 Langues : Anglais (eng) Mots-clés : Autism  services  transition to adulthood  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background Autistic youth in the United States face many challenges accessing services as they transition to adulthood. Improving parents' ability to advocate for services is a promising way to improve service access. The current study tested whether participation in an intervention to improve parents' ability to advocate for adult services (called Advocating for Supports to Improve Service Transitions or ASSIST) led to increased service access for their transition-aged autistic youth. Methods Using a multisite, single-blind parallel-group design, we randomized 185 parents of transition-aged autistic youth to either a treatment condition that received the ASSIST intervention, or a control condition that received comprehensive written information about adult services. Primary outcomes for this report ? number of government programs that fund services and direct services received by the youth ? were collected via parental interview at baseline, six, and 12?months after intervention. Results Primary analyses found no significant treatment effects on service access. Subgroup analyses, however, detected treatment effects for families of youth who had exited high school prior to their families taking ASSIST. Among those families, youth from the treatment group were receiving more government programs that fund services at 6?months after intervention compared with youth from the control group. Conclusions We cannot conclude from our findings that ASSIST improved access to services, though there was some evidence to suggest increased access to government programs that fund services for families of autistic youth who had exited high school. Future research should investigate which families can translate written information about adult services (i.e. the control condition) into improved service access, and which families need more individualized support beyond a group-based class to see improvements in service access. En ligne : https://doi.org/10.1111/jcpp.70036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579 [article] Effects of a parent advocacy intervention on service access for transition-aged autistic youth: a multisite randomized controlled trial [texte imprimé] / Julie Lounds TAYLOR, Auteur ; Leann Smith DAWALT, Auteur ; Meghan M. BURKE, Auteur ; Meng XU, Auteur ; James C. SLAUGHTER, Auteur . - p.212-224. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-2 (February 2026) . - p.212-224 Mots-clés : Autism  services  transition to adulthood  randomized controlled trial Index. décimale : PER Périodiques Résumé : Background Autistic youth in the United States face many challenges accessing services as they transition to adulthood. Improving parents' ability to advocate for services is a promising way to improve service access. The current study tested whether participation in an intervention to improve parents' ability to advocate for adult services (called Advocating for Supports to Improve Service Transitions or ASSIST) led to increased service access for their transition-aged autistic youth. Methods Using a multisite, single-blind parallel-group design, we randomized 185 parents of transition-aged autistic youth to either a treatment condition that received the ASSIST intervention, or a control condition that received comprehensive written information about adult services. Primary outcomes for this report ? number of government programs that fund services and direct services received by the youth ? were collected via parental interview at baseline, six, and 12?months after intervention. Results Primary analyses found no significant treatment effects on service access. Subgroup analyses, however, detected treatment effects for families of youth who had exited high school prior to their families taking ASSIST. Among those families, youth from the treatment group were receiving more government programs that fund services at 6?months after intervention compared with youth from the control group. Conclusions We cannot conclude from our findings that ASSIST improved access to services, though there was some evidence to suggest increased access to government programs that fund services for families of autistic youth who had exited high school. Future research should investigate which families can translate written information about adult services (i.e. the control condition) into improved service access, and which families need more individualized support beyond a group-based class to see improvements in service access. En ligne : https://doi.org/10.1111/jcpp.70036 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=579

Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Titre : Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Stephanie S. RESZKA, Auteur ; John SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; Amy L. DONALDSON, Auteur ; Anibal GUTIERREZ, Auteur ; LeAnne JOHNSON, Auteur ; Katie BELARDI, Auteur Article en page(s) : p.3144-3162 Langues : Anglais (eng) Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial [texte imprimé] / Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Stephanie S. RESZKA, Auteur ; John SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; Amy L. DONALDSON, Auteur ; Anibal GUTIERREZ, Auteur ; LeAnne JOHNSON, Auteur ; Katie BELARDI, Auteur . - p.3144-3162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Evaluating a program to prevent anxiety in children of anxious parents: a randomized controlled trial / Sigrid ELFSTRÖM in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

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Feasibility and acceptability of a caregiver-mediated early support program, delivered online, for infants at elevated familial likelihood for autism: A feasibility randomized controlled trial / Malavi SRIKAR ; Reny RAJU ; Divya SWAMINATHAN ; Rachel Elizabeth JOHNSON ; Linda R. WATSON ; Deepa Bhat NAIR ; John Vijay Sagar KOMMU ; Jo CHOPRA-MCGOWAN ; Prathyusha P. VASUKI in Autism Research, 17-9 (September 2024)  

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Gluten-Free Diet in Children with Autism Spectrum Disorders: A Randomized, Controlled, Single-Blinded Trial / Anna PIWOWARCZYK in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

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Group cognitive behavioural therapy and group recreational activity for adults with autism spectrum disorders: A preliminary randomized controlled trial / Eva HESSELMARK in Autism, 18-6 (August 2014)  

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Honest, Open, Proud for adolescents with mental illness: pilot randomized controlled trial / Nadine MULFINGER in Journal of Child Psychology and Psychiatry, 59-6 (June 2018)  

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