Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation

被引:39
|
作者
Gengoux, Grace W. [1 ]
Berquist, Kari L. [1 ]
Salzman, Emma [2 ]
Schapp, Salena [2 ]
Phillips, Jennifer M. [1 ]
Frazier, Thomas W. [3 ]
Minjarez, Mendy B. [4 ]
Hardan, Antonio Y. [1 ]
机构
[1] Stanford Univ, Dept Psychiat & Behav Sci, Stanford, CA 94305 USA
[2] Palo Alto Univ, PGSP Stanford Psy D Consortium, Palo Alto, CA USA
[3] Cleveland Clin, Ctr Autism, Cleveland, OH 44106 USA
[4] Seattle Childrens Hosp, Seattle Childrens Res Inst, Seattle, WA USA
基金
美国国家卫生研究院;
关键词
Language deficits; Group parent training; Social communication; Cognitive development; Naturalistic developmental behavioral intervention; YOUNG-CHILDREN; SPECTRUM DISORDERS; EARLY INTERVENTION; RANDOMIZED-TRIAL; LANGUAGE; ADOLESCENTS; OUTCOMES; PROGRAM; ADULTS;
D O I
10.1007/s10803-015-2452-3
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
This study's objective was to assess maintenance of treatment effects 3 months after completion of a 12-week Pivotal Response Treatment (PRT) parent education group. Families who completed the active treatment (N = 23) were followed for an additional 12 weeks to measure changes in language and cognitive skills. Results indicated a significant improvement in frequency of functional utterances, with maintenance at 3-month follow-up [F(2, 21): 5.9, p = .009]. Children also made significant gains on the Vineland Communication Domain Standard Score [F(2, 12):11.74, p = .001] and the Mullen Scales of Early Learning Composite score [F(1, 20) = 5.43, p = .03]. These results suggest that a brief PRT parent group intervention can lead to improvements in language and cognitive functioning that are maintained 12 weeks post treatment.
引用
收藏
页码:2889 / 2898
页数:10
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