2 recherche sur le mot-clé 'randomized controlled trial (RCT)'

Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time? / W. ZENG in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.499-512 Titre : Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time? Type de document : Texte imprimé et/ou numérique Auteurs : W. ZENG, Auteur ; S. MAGAÑA, Auteur ; K. LOPEZ, Auteur ; Y. XU, Auteur ; J. M. MARROQUÍN, Auteur Article en page(s) : p.499-512 Langues : Anglais (eng) Mots-clés : Latinx families  children with ASD  parent education  randomized controlled trial (RCT) Index. décimale : PER Périodiques Résumé : Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time.Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention?=?54, control?=?55) of children with autism spectrum disorder.Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes.Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. En ligne : http://dx.doi.org/10.1177/13623613211033108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Revisiting an RCT study of a parent education program for Latinx parents in the United States: Are treatment effects maintained over time? [Texte imprimé et/ou numérique] / W. ZENG, Auteur ; S. MAGAÑA, Auteur ; K. LOPEZ, Auteur ; Y. XU, Auteur ; J. M. MARROQUÍN, Auteur . - p.499-512. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.499-512 Mots-clés : Latinx families  children with ASD  parent education  randomized controlled trial (RCT) Index. décimale : PER Périodiques Résumé : Background: We conducted a follow-up investigation of a two-site randomized controlled trial in the United States. We examined whether the treatment effects in a culturally tailored parent education program for Latinx families of children with autism spectrum disorder were maintained over time.Methods: Using linear mixed models, we compared differences in parent and child outcomes across three timepoints: baseline, 4 months after baseline (Time 2), and 8 months after baseline (T3). Parent outcomes included family empowerment, self-reported confidence in, and frequency of using evidence-based strategies. Child outcomes included parent-reported challenging behaviors, social communication impairments, and the number of services received. Participants were 109 Latina mothers (intervention?=?54, control?=?55) of children with autism spectrum disorder.Results: After intervention at both Time 2 and Time 3 in both sites, mothers in the intervention groups reported significantly greater confidence in and frequency of using evidence-based strategies, and that their child received significantly more services. We also found that there were treatment differences across the two study sites in several outcomes.Implications: The intervention for Latinx parents of children with autism spectrum disorder was efficacious and could be maintained, and that site-specific policy and service differences may need to be examined in future research to inform dissemination and implementation. En ligne : http://dx.doi.org/10.1177/13623613211033108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study / Madelon A. VOLLEBREGT in Journal of Child Psychology and Psychiatry, 55-5 (May 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.460-472 Titre : Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study Type de document : Texte imprimé et/ou numérique Auteurs : Madelon A. VOLLEBREGT, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur Article en page(s) : p.460-472 Mots-clés : Neurofeedback  attention-deficit/hyperactivity disorder (ADHD)  randomized controlled trial (RCT)  electroencephalogram (EEG)  efficacy  neurocognition  review Index. décimale : PER Périodiques Résumé : Background The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning in children with ADHD, and a systematic review on this topic was performed. Methods Forty-one children (8–15 years) with a DSM-IV-TR diagnosis of ADHD were randomly allocated to EEG-neurofeedback or placebo-neurofeedback treatment for 30 sessions, twice a week. Children were stratified by age, electrophysiological state of arousal, and medication use. Neurocognitive tests of attention, executive functioning, working memory, and time processing were administered before and after treatment. Researchers, teachers, children and their parents, with the exception of the neurofeedback-therapist, were all blind to treatment assignment. Outcome measures were the changes in neurocognitive performance before and after treatment. Clinical trial registration: www.clinicaltrials.gov: NCT00723684. Results No significant treatment effect on any of the neurocognitive variables was found. A systematic review of the current literature also did not find any systematic beneficial effect of EEG-neurofeedback on neurocognitive functioning. Conclusion Overall, the existing literature and this study fail to support any benefit of neurofeedback on neurocognitive functioning in ADHD, possibly due to small sample sizes and other study limitations. En ligne : http://dx.doi.org/10.1111/jcpp.12143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Does EEG-neurofeedback improve neurocognitive functioning in children with attention-deficit/hyperactivity disorder? A systematic review and a double-blind placebo-controlled study [Texte imprimé et/ou numérique] / Madelon A. VOLLEBREGT, Auteur ; Martine VAN DONGEN-BOOMSMA, Auteur ; Jan K. BUITELAAR, Auteur ; Dorine SLAATS-WILLEMSE, Auteur . - p.460-472. in Journal of Child Psychology and Psychiatry > 55-5 (May 2014) . - p.460-472 Mots-clés : Neurofeedback  attention-deficit/hyperactivity disorder (ADHD)  randomized controlled trial (RCT)  electroencephalogram (EEG)  efficacy  neurocognition  review Index. décimale : PER Périodiques Résumé : Background The number of placebo-controlled randomized studies relating to EEG-neurofeedback and its effect on neurocognition in attention-deficient/hyperactivity disorder (ADHD) is limited. For this reason, a double blind, randomized, placebo-controlled study was designed to assess the effects of EEG-neurofeedback on neurocognitive functioning in children with ADHD, and a systematic review on this topic was performed. Methods Forty-one children (8–15 years) with a DSM-IV-TR diagnosis of ADHD were randomly allocated to EEG-neurofeedback or placebo-neurofeedback treatment for 30 sessions, twice a week. Children were stratified by age, electrophysiological state of arousal, and medication use. Neurocognitive tests of attention, executive functioning, working memory, and time processing were administered before and after treatment. Researchers, teachers, children and their parents, with the exception of the neurofeedback-therapist, were all blind to treatment assignment. Outcome measures were the changes in neurocognitive performance before and after treatment. Clinical trial registration: www.clinicaltrials.gov: NCT00723684. Results No significant treatment effect on any of the neurocognitive variables was found. A systematic review of the current literature also did not find any systematic beneficial effect of EEG-neurofeedback on neurocognitive functioning. Conclusion Overall, the existing literature and this study fail to support any benefit of neurofeedback on neurocognitive functioning in ADHD, possibly due to small sample sizes and other study limitations. En ligne : http://dx.doi.org/10.1111/jcpp.12143 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232