Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation
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 cogni...
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| Veröffentlicht in: | Journal of autism and developmental disorders 2015-09, Vol.45 (9), p.2889-2898 |
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| container_issue | 9 |
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| container_title | Journal of autism and developmental disorders |
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| creator | Gengoux, Grace W. Berquist, Kari L. Salzman, Emma Schapp, Salena Phillips, Jennifer M. Frazier, Thomas W. Minjarez, Mendy B. Hardan, Antonio Y. |
| description | 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. |
| doi_str_mv | 10.1007/s10803-015-2452-3 |
| format | Article |
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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.</description><identifier>ISSN: 0162-3257</identifier><identifier>EISSN: 1573-3432</identifier><identifier>DOI: 10.1007/s10803-015-2452-3</identifier><identifier>PMID: 25911977</identifier><identifier>CODEN: JADDDQ</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Applied Behavior Analysis ; Autism ; Autistic Disorder - psychology ; Behavior Patterns ; Behavioral Science and Psychology ; Care and treatment ; Child ; Child and School Psychology ; Cognition ; Cognitive Ability ; Cognitive Development ; Female ; Humans ; Improvement ; Intervention ; Language ; Language Skills ; Male ; Motor Development ; Mullen Scales of Early Learning ; Neurosciences ; Original Paper ; Outcomes of Treatment ; Parent Education ; Parents ; Parents - education ; Pediatrics ; Psychology ; Public Health ; Scores ; Teaching Methods ; Thinking Skills ; Training ; Young Children</subject><ispartof>Journal of autism and developmental disorders, 2015-09, Vol.45 (9), p.2889-2898</ispartof><rights>Springer Science+Business Media New York 2015</rights><rights>COPYRIGHT 2015 Springer</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c636t-15f90e8f6ad9c87c538b3a90022c3fe36e4fd9fa4ea5e47246bcfc3ecff15e783</citedby><cites>FETCH-LOGICAL-c636t-15f90e8f6ad9c87c538b3a90022c3fe36e4fd9fa4ea5e47246bcfc3ecff15e783</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10803-015-2452-3$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10803-015-2452-3$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,12825,27901,27902,30976,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1073040$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/25911977$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Gengoux, Grace W.</creatorcontrib><creatorcontrib>Berquist, Kari L.</creatorcontrib><creatorcontrib>Salzman, Emma</creatorcontrib><creatorcontrib>Schapp, Salena</creatorcontrib><creatorcontrib>Phillips, Jennifer M.</creatorcontrib><creatorcontrib>Frazier, Thomas W.</creatorcontrib><creatorcontrib>Minjarez, Mendy B.</creatorcontrib><creatorcontrib>Hardan, Antonio Y.</creatorcontrib><title>Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation</title><title>Journal of autism and developmental disorders</title><addtitle>J Autism Dev Disord</addtitle><addtitle>J Autism Dev Disord</addtitle><description>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.</description><subject>Applied Behavior Analysis</subject><subject>Autism</subject><subject>Autistic Disorder - psychology</subject><subject>Behavior Patterns</subject><subject>Behavioral Science and Psychology</subject><subject>Care and treatment</subject><subject>Child</subject><subject>Child and School Psychology</subject><subject>Cognition</subject><subject>Cognitive Ability</subject><subject>Cognitive Development</subject><subject>Female</subject><subject>Humans</subject><subject>Improvement</subject><subject>Intervention</subject><subject>Language</subject><subject>Language Skills</subject><subject>Male</subject><subject>Motor Development</subject><subject>Mullen Scales of Early Learning</subject><subject>Neurosciences</subject><subject>Original Paper</subject><subject>Outcomes of Treatment</subject><subject>Parent Education</subject><subject>Parents</subject><subject>Parents - education</subject><subject>Pediatrics</subject><subject>Psychology</subject><subject>Public Health</subject><subject>Scores</subject><subject>Teaching Methods</subject><subject>Thinking Skills</subject><subject>Training</subject><subject>Young Children</subject><issn>0162-3257</issn><issn>1573-3432</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqNkk9v1DAQxSMEokvhA3AAWeIChxT_SeKE26rahaIiqrI9W15nHFwl9mI7Bb49DimFRYuEfBhp3m_GmqeXZU8JPiEY89eB4BqzHJMyp0VJc3YvW5CSs5wVjN7PFphUqUlLfpQ9CuEaY9zUlD7MjmjZENJwvsjUhblxUfboEsLO2QBo40HGAWxEF9JPZeOlscZ2SDuPlmM0YXiD1sa2qReQ9m5AErH8g7PxM1q7vndf86sdWt3IfpTROPs4e6BlH-DJbT3Ortarzem7_Pzj27PT5XmuKlbFnJS6wVDrSraNqrkqWb1lssGYUsU0sAoK3TZaFiBLKDgtqq3SioHSmpTAa3acvZz37rz7MkKIYjBBQd9LC24MgnBKCa8L1vwHiuu6qRpCE_riL_Tajd6mQ35SuGBlzX5TnexBGKtd9FJNS8WyoJwkwylJVH6A6sCCl72zoE1q7_EnB_j0WhiMOjjwam8gMRG-xU6OIYizT5f7LJlZ5V0IHrTYeTNI_10QLKZ8iTlfIuVLTPkS05nPb80YtwO0dxO_ApWAZzMA3qg7efWeYM5wgZNOZz0kzXbg_3Dzn7_-APNy4Cs</recordid><startdate>20150901</startdate><enddate>20150901</enddate><creator>Gengoux, Grace W.</creator><creator>Berquist, Kari L.</creator><creator>Salzman, Emma</creator><creator>Schapp, Salena</creator><creator>Phillips, Jennifer M.</creator><creator>Frazier, Thomas W.</creator><creator>Minjarez, Mendy B.</creator><creator>Hardan, Antonio Y.</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>ISR</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7TK</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88J</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K9-</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0R</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20150901</creationdate><title>Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation</title><author>Gengoux, Grace W. ; Berquist, Kari L. ; Salzman, Emma ; Schapp, Salena ; Phillips, Jennifer M. ; Frazier, Thomas W. ; Minjarez, Mendy B. ; Hardan, Antonio Y.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c636t-15f90e8f6ad9c87c538b3a90022c3fe36e4fd9fa4ea5e47246bcfc3ecff15e783</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Applied Behavior Analysis</topic><topic>Autism</topic><topic>Autistic Disorder - 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Academic</collection><jtitle>Journal of autism and developmental disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Gengoux, Grace W.</au><au>Berquist, Kari L.</au><au>Salzman, Emma</au><au>Schapp, Salena</au><au>Phillips, Jennifer M.</au><au>Frazier, Thomas W.</au><au>Minjarez, Mendy B.</au><au>Hardan, Antonio Y.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1073040</ericid><atitle>Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation</atitle><jtitle>Journal of autism and developmental disorders</jtitle><stitle>J Autism Dev Disord</stitle><addtitle>J Autism Dev Disord</addtitle><date>2015-09-01</date><risdate>2015</risdate><volume>45</volume><issue>9</issue><spage>2889</spage><epage>2898</epage><pages>2889-2898</pages><issn>0162-3257</issn><eissn>1573-3432</eissn><coden>JADDDQ</coden><abstract>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.</abstract><cop>New York</cop><pub>Springer US</pub><pmid>25911977</pmid><doi>10.1007/s10803-015-2452-3</doi><tpages>10</tpages></addata></record> |
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| issn | 0162-3257 1573-3432 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Education Source; SpringerLink Journals |
| subjects | Applied Behavior Analysis Autism Autistic Disorder - psychology Behavior Patterns Behavioral Science and Psychology Care and treatment Child Child and School Psychology Cognition Cognitive Ability Cognitive Development Female Humans Improvement Intervention Language Language Skills Male Motor Development Mullen Scales of Early Learning Neurosciences Original Paper Outcomes of Treatment Parent Education Parents Parents - education Pediatrics Psychology Public Health Scores Teaching Methods Thinking Skills Training Young Children |
| title | Pivotal Response Treatment Parent Training for Autism: Findings from a 3-Month Follow-Up Evaluation |
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