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Lauren S. Wakschlag - One of the best experts on this subject based on the ideXlab platform.
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The Contribution of Developmentally Sensitive Measurement to Assessment of Disruptive Behavior in Young Children
The Oxford Handbook of Infant Toddler and Preschool Mental Health Assessment, 2019Co-Authors: Sarah A. O. Gray, Lauren S. WakschlagAbstract:This chapter provides a review of developmentally informed assessments of Disruptive Behavior in young children. First, the definition of a “developmentally sensitive” approach to the assessment of Disruptive Behavior is presented. The chapter then provides a review of existing validated measures that assess Disruptive Behavior and clinical impairment in young children, considering specifically the assessments’ developmental specificity, clinical properties, and how they can be used. Finally, the importance of attending to context in the assessment of Disruptive Behavior in young children, including the interactional context (e.g., parent vs. nonparental, home vs. school), family and cultural contexts, and the context of developmental functioning, is highlighted. The chapter ends with a review of clinical implications and suggestions for future research to address gaps in the current knowledge base.
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advancing a multidimensional developmental spectrum approach to preschool Disruptive Behavior
Journal of the American Academy of Child and Adolescent Psychiatry, 2014Co-Authors: Lauren S. Wakschlag, James L. Burns, Alice S. Carter, Margaret J Briggsgowan, Seung W Choi, Sara R Nichols, Jacqueline Kestler, David B. HenryAbstract:Objective Dimensional approaches are gaining scientific traction. However, their potential for elucidating developmental aspects of psychopathology has not been fully realized. The goal of this article is to apply a multidimensional, developmental framework to model the normal–abnormal spectrum of preschool Disruptive Behavior. The Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), a novel measure, was used to model dimensional severity across developmental parameters theorized to distinguish the normative misBehavior of early childhood from clinically salient Disruptive Behavior. The 4 MAP-DB dimensions are Temper Loss, Noncompliance, Aggression, and Low Concern for Others. Method Parents of a diverse sample of 1,488 preschoolers completed the MAP-DB. Multidimensional item response theory (IRT) was used for dimensional modeling. Results The 4-dimensional, developmentally informed model demonstrated excellent fit. Its factor loadings did not differ across demographic subgroups. All dimensions provided good coverage of the abnormal end of the severity continuum, but only Temper Loss and Noncompliance provided good coverage of milder, normatively occurring Behaviors. The developmental expectability and quality of Behaviors distinguished normative from atypical Behaviors. The point at which frequency of Behaviors was atypical varied based on dimensional location for Temper Loss, Noncompliance, and Aggression. Conclusion The MAP-DB provides an innovative method for operationalizing developmentally specified, dimensional phenotypes in early childhood. Establishing the validity of these dimensional phenotypes in relation to clinical outcomes, neurocognitive substrates, and etiologic pathways will be a crucial test of their clinical utility.
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research review ain t misbehavin towards a developmentally specified nosology for preschool Disruptive Behavior
Journal of Child Psychology and Psychiatry, 2010Co-Authors: Lauren S. Wakschlag, Patrick H. Tolan, Bennett L. LeventhalAbstract:There is increasing consensus that Disruptive Behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing Disruptive Behavior symptoms from the normative misBehavior of early childhood. In particular, there appears to be substantial insensitivity to heterotypic manifestations of this developmental period and problems in identifying meaningful heterogeneity. As a result, the developmental basis for much of the current nosology may be called into question. To address these and other critical issues, this paper reviews the foundational elements of clinical and developmental science pertinent to developmental differentiation of Disruptive Behavior in the preschool period as paradigmatic for developmental specification across the lifespan and generates an agenda for future research. We begin by reviewing evidence of the validity of DBDs in preschool children. This is followed by an outline of key developmental concepts and a review of the corollary evidence from developmental science. These provide a basis for conceptualizing Disruptive Behavior in reference to developmental deviation in four core dimensions hypothesized to mark the core features of Disruptive Behavior syndromes. Finally, we propose a program of research to establish an empirical basis for determining the incremental utility of a developmentally specified nosology. Central to this approach is a contention that the benefits of developmental specification are extensive and outweigh any disadvantages. This is because a developmentally specified approach holds substantial promise for increasing sensitivity and specificity for differentiating Disruptive Behavior from normative misBehavior and from other related syndromes as well as for improving prediction. Further, more precisely defined, developmentally based phenotypes are likely to elucidate distinct mechanisms within translational studies and to serve as a catalyst for the generation of novel treatments.
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Linking Informant Discrepancies to Observed Variations in Young Children’s Disruptive Behavior
Journal of Abnormal Child Psychology, 2009Co-Authors: Andres De Los Reyes, David B. Henry, Patrick H. Tolan, Lauren S. WakschlagAbstract:Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s Behavior exist, in part, because different informants observe children’s Behavior in different settings. We examined patterns of observed preschool Disruptive Behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of Disruptive Behavior in a sample of 327 preschoolers. Observed Disruptive Behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses Disruptive Behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of Disruptive Behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed Disruptive Behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified Disruptive Behavior, respectively. Further, observed Disruptive Behavior across both parent and examiner contexts was associated with Disruptive Behavior as identified by both informants. Links between observed Behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model (De Los Reyes and Kazdin Psychological Bulletin 131:483–509, 2005), which posits that informant discrepancies are indicative of cross-contextual variability in children’s Behavior and informants’ perspectives on this Behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.
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linking informant discrepancies to observed variations in young children s Disruptive Behavior
Journal of Abnormal Child Psychology, 2009Co-Authors: Andres De Los Reyes, David B. Henry, Patrick H. Tolan, Lauren S. WakschlagAbstract:Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s Behavior exist, in part, because different informants observe children’s Behavior in different settings. We examined patterns of observed preschool Disruptive Behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of Disruptive Behavior in a sample of 327 preschoolers. Observed Disruptive Behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses Disruptive Behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of Disruptive Behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed Disruptive Behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified Disruptive Behavior, respectively. Further, observed Disruptive Behavior across both parent and examiner contexts was associated with Disruptive Behavior as identified by both informants. Links between observed Behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model (De Los Reyes and Kazdin Psychological Bulletin 131:483–509, 2005), which posits that informant discrepancies are indicative of cross-contextual variability in children’s Behavior and informants’ perspectives on this Behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.
Lawrence Scahill - One of the best experts on this subject based on the ideXlab platform.
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A Systematic Review and Meta-analysis of Parent Training for Disruptive Behavior in Children with Autism Spectrum Disorder
Clinical Child and Family Psychology Review, 2017Co-Authors: Valentina Postorino, William G Sharp, Karen Bearss, Courtney E. Mccracken, T. Lindsey Burrell, A. Nichole Evans, Lawrence ScahillAbstract:Parent training (PT) has emerged as a promising treatment for Disruptive Behavior in children with autism spectrum disorder (ASD). This review summarizes the essential elements of PT for Disruptive Behavior in children with ASD and evaluates the available evidence for PT using both descriptive and meta-analytic procedures. We searched Medline, PsycINFO, and PubMed databases (1980–2016) in peer-reviewed journals for randomized controlled trials (RCTs) of PT for Disruptive Behavior in children with ASD. The systematic search of 2023 publications yielded eight RCTs involving a total of 653 participants. We calculated effect sizes using either raw post-treatment means and standard deviations for each treatment group (PT and control) or group mean differences with associated 95% confidence intervals (CIs). Differences in post-treatment means were converted to a standardized difference in means (SMD) for each primary outcome. Results support the efficacy of PT for Disruptive Behavior in children with ASD, with a SMD of −0.59 [95% CI (−0.88, −0.30); p
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a systematic review and meta analysis of parent training for Disruptive Behavior in children with autism spectrum disorder
Clinical Child and Family Psychology Review, 2017Co-Authors: Valentina Postorino, William G Sharp, Courtney Mccracken, Karen Bearss, Lindsey T Burrell, Nichole A Evans, Lawrence ScahillAbstract:Parent training (PT) has emerged as a promising treatment for Disruptive Behavior in children with autism spectrum disorder (ASD). This review summarizes the essential elements of PT for Disruptive Behavior in children with ASD and evaluates the available evidence for PT using both descriptive and meta-analytic procedures. We searched Medline, PsycINFO, and PubMed databases (1980–2016) in peer-reviewed journals for randomized controlled trials (RCTs) of PT for Disruptive Behavior in children with ASD. The systematic search of 2023 publications yielded eight RCTs involving a total of 653 participants. We calculated effect sizes using either raw post-treatment means and standard deviations for each treatment group (PT and control) or group mean differences with associated 95% confidence intervals (CIs). Differences in post-treatment means were converted to a standardized difference in means (SMD) for each primary outcome. Results support the efficacy of PT for Disruptive Behavior in children with ASD, with a SMD of −0.59 [95% CI (−0.88, −0.30); p < 0.001]. Across these eight studies, there was significant heterogeneity in the effect of PT on Disruptive Behavior. This variability is likely due to differences in sample size, number of treatment sessions, study duration, and control condition employed. Current findings provide solid support for the efficacy of PT for Disruptive Behavior in children with ASD. Future studies should focus on effectiveness trials to promote wider implementation of PT in clinical settings.
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Disruptive Behavior in children with tourette s syndrome association with adhd comorbidity tic severity and functional impairment
Journal of the American Academy of Child and Adolescent Psychiatry, 2003Co-Authors: Denis G. Sukhodolsky, Lawrence Scahill, Heping Zhang, Bradley S Peterson, Robert A King, Paul J Lombroso, Lily Katsovich, Diane Findley, James F. LeckmanAbstract:ABSTRACT Objective To examine the association of Disruptive Behavior with social, adaptive, and family functioning in Tourette's syndrome (TS) with and without comorbid attention-deficit/hyperactivity disorder (ADHD). Method The sample included 207 children (144 boys and 63 girls) between the ages of 7 and 18 years. Forty-two children received a diagnosis of TS-only, 52 received a diagnosis of ADHD-only, 52 children had TS+ADHD, and there were 61 unaffected control children. Best-estimate DSM-IV diagnoses were assigned on the basis of structured interviews and clinical ratings. Dependent measures included parent and teacher ratings of Disruptive Behavior, parent ratings of social and family functioning, and the Vineland Adaptive Behavior Scales. Results Children with TS-only did not differ from unaffected controls on the parent ratings of aggression and delinquent Behavior or on the teacher ratings of conduct problems. By contrast, children with TS+ADHD were rated significantly above unaffected controls and similar to children with ADHD-only on these indices of Disruptive Behavior. Hierarchical regression analyses revealed that aggression and delinquency scores added unique contributions to impairment in social and family functioning, controlling for age, gender, and diagnostic status. Conclusions Comorbid ADHD is highly associated with Disruptive Behavior and functional impairment in children with TS. When Disruptive Behavior problems are present, there is an additional burden on children's social and family functioning.
Bennett L. Leventhal - One of the best experts on this subject based on the ideXlab platform.
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research review ain t misbehavin towards a developmentally specified nosology for preschool Disruptive Behavior
Journal of Child Psychology and Psychiatry, 2010Co-Authors: Lauren S. Wakschlag, Patrick H. Tolan, Bennett L. LeventhalAbstract:There is increasing consensus that Disruptive Behavior disorders and syndromes (DBDs) are identifiable in preschool children. There is also concomitant recognition of the limitations of the current DBD nosology for distinguishing Disruptive Behavior symptoms from the normative misBehavior of early childhood. In particular, there appears to be substantial insensitivity to heterotypic manifestations of this developmental period and problems in identifying meaningful heterogeneity. As a result, the developmental basis for much of the current nosology may be called into question. To address these and other critical issues, this paper reviews the foundational elements of clinical and developmental science pertinent to developmental differentiation of Disruptive Behavior in the preschool period as paradigmatic for developmental specification across the lifespan and generates an agenda for future research. We begin by reviewing evidence of the validity of DBDs in preschool children. This is followed by an outline of key developmental concepts and a review of the corollary evidence from developmental science. These provide a basis for conceptualizing Disruptive Behavior in reference to developmental deviation in four core dimensions hypothesized to mark the core features of Disruptive Behavior syndromes. Finally, we propose a program of research to establish an empirical basis for determining the incremental utility of a developmentally specified nosology. Central to this approach is a contention that the benefits of developmental specification are extensive and outweigh any disadvantages. This is because a developmentally specified approach holds substantial promise for increasing sensitivity and specificity for differentiating Disruptive Behavior from normative misBehavior and from other related syndromes as well as for improving prediction. Further, more precisely defined, developmentally based phenotypes are likely to elucidate distinct mechanisms within translational studies and to serve as a catalyst for the generation of novel treatments.
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Observational Assessment of Preschool Disruptive Behavior, Part II: validity of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS).
Journal of the American Academy of Child & Adolescent Psychiatry, 2008Co-Authors: Lauren S. Wakschlag, Carri Hill, Margaret J. Briggs-gowan, Barbara Danis, Bennett L. Leventhal, Kate Keenan, Helen L. Egger, Domenic V. Cicchetti, James L. Burns, Alice S. CarterAbstract:ABSTRACT Objective: To examine the reliability of the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS), a new observational method for assessing preschool Disruptive Behavior. Method: The DB-DOS is a structured clinic-based assessment designed to elicit clinically salient Behaviors relevant to the diagnosis of Disruptive Behavior in preschoolers. Child Behavior is assessed in three interactional contexts that vary by partner (parent versus examiner) and level of support provided. Twenty-one Disruptive Behaviors are coded within two domains: problems in Behavioral Regulation and problems in Anger Modulation. A total of 364 referred and nonreferred preschoolers participated: interrater reliability and internal consistency were assessed on a primary sample ( n = 335) and test-retest reliability was assessed in a separate sample ( n = 29). Results: The DB-DOS demonstrated good interrater and test-retest reliability. Confirmatory factor analysis demonstrated an excellent fit of the DB-DOS multidomain model of Disruptive Behavior. Conclusions: The DB-DOS is a reliable observational tool for clinic-based assessment of preschool Disruptive Behavior. This standardized assessment method holds promise for advancing developmentally sensitive characterization of preschool psychopathology.
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a developmental framework for distinguishing Disruptive Behavior from normative misBehavior in preschool children
Journal of Child Psychology and Psychiatry, 2007Co-Authors: Lauren S. Wakschlag, Carri Hill, Barbara Danis, Kate Keenan, Alice S. Carter, Margaret J Briggsgowan, Kimberly J Mccarthy, Bennett L. LeventhalAbstract:Background: Attaining a developmentally sensitive nosology for preschool Disruptive Behavior requires characterization of the features that distinguish it from the normative misBehavior of this developmental period. We hypothesize that quality of Behavior and its pervasiveness across contexts are critical dimensions for clinical discrimination in young children and propose that structured diagnostic observation provides a systematic method for their identification. We use the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS) to examine whether: (a) observed quality and pervasiveness of Behavior distinguishes preschoolers with clinically concerning Disruptive Behavior from typically developing preschoolers, and (b) observed pattern of clinically salient Behavior predicts impairment above and beyond maternal report of Behavioral frequency. Methods: Participants are a Behaviorally heterogeneous sample of preschoolers (N = 327). Diagnostic methods developed for clinical assessment of preschoolers were used to classify children as (a) Non-Disruptive, (b) Sub-Clinical, or (c) Disruptive. Child Behavior was coded based on interactions with parent and examiner during the DB-DOS. Results: Quality and pervasiveness of observed Behaviors during the DB-DOS significantly distinguished the three Behavioral groups. Discriminative utility varied depending on the comparison. With few exceptions, clinically concerning patterns on the DB-DOS added significant incremental utility in predicting impairment. Conclusions: Observed patterns of clinically salient Behavior show promise for advancing developmentally-informed characterization of Disruptive Behavior within the preschool period.
David B. Henry - One of the best experts on this subject based on the ideXlab platform.
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advancing a multidimensional developmental spectrum approach to preschool Disruptive Behavior
Journal of the American Academy of Child and Adolescent Psychiatry, 2014Co-Authors: Lauren S. Wakschlag, James L. Burns, Alice S. Carter, Margaret J Briggsgowan, Seung W Choi, Sara R Nichols, Jacqueline Kestler, David B. HenryAbstract:Objective Dimensional approaches are gaining scientific traction. However, their potential for elucidating developmental aspects of psychopathology has not been fully realized. The goal of this article is to apply a multidimensional, developmental framework to model the normal–abnormal spectrum of preschool Disruptive Behavior. The Multidimensional Assessment of Preschool Disruptive Behavior (MAP-DB), a novel measure, was used to model dimensional severity across developmental parameters theorized to distinguish the normative misBehavior of early childhood from clinically salient Disruptive Behavior. The 4 MAP-DB dimensions are Temper Loss, Noncompliance, Aggression, and Low Concern for Others. Method Parents of a diverse sample of 1,488 preschoolers completed the MAP-DB. Multidimensional item response theory (IRT) was used for dimensional modeling. Results The 4-dimensional, developmentally informed model demonstrated excellent fit. Its factor loadings did not differ across demographic subgroups. All dimensions provided good coverage of the abnormal end of the severity continuum, but only Temper Loss and Noncompliance provided good coverage of milder, normatively occurring Behaviors. The developmental expectability and quality of Behaviors distinguished normative from atypical Behaviors. The point at which frequency of Behaviors was atypical varied based on dimensional location for Temper Loss, Noncompliance, and Aggression. Conclusion The MAP-DB provides an innovative method for operationalizing developmentally specified, dimensional phenotypes in early childhood. Establishing the validity of these dimensional phenotypes in relation to clinical outcomes, neurocognitive substrates, and etiologic pathways will be a crucial test of their clinical utility.
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Linking Informant Discrepancies to Observed Variations in Young Children’s Disruptive Behavior
Journal of Abnormal Child Psychology, 2009Co-Authors: Andres De Los Reyes, David B. Henry, Patrick H. Tolan, Lauren S. WakschlagAbstract:Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s Behavior exist, in part, because different informants observe children’s Behavior in different settings. We examined patterns of observed preschool Disruptive Behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of Disruptive Behavior in a sample of 327 preschoolers. Observed Disruptive Behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses Disruptive Behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of Disruptive Behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed Disruptive Behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified Disruptive Behavior, respectively. Further, observed Disruptive Behavior across both parent and examiner contexts was associated with Disruptive Behavior as identified by both informants. Links between observed Behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model (De Los Reyes and Kazdin Psychological Bulletin 131:483–509, 2005), which posits that informant discrepancies are indicative of cross-contextual variability in children’s Behavior and informants’ perspectives on this Behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.
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linking informant discrepancies to observed variations in young children s Disruptive Behavior
Journal of Abnormal Child Psychology, 2009Co-Authors: Andres De Los Reyes, David B. Henry, Patrick H. Tolan, Lauren S. WakschlagAbstract:Prior work has not tested the basic theoretical notion that informant discrepancies in reports of children’s Behavior exist, in part, because different informants observe children’s Behavior in different settings. We examined patterns of observed preschool Disruptive Behavior across varying social contexts in the laboratory and whether they related to parent-teacher rating discrepancies of Disruptive Behavior in a sample of 327 preschoolers. Observed Disruptive Behavior was assessed with a lab-based developmentally sensitive diagnostic observation paradigm that assesses Disruptive Behavior across three interactions with the child with parent and examiner. Latent class analysis identified four patterns of Disruptive Behavior: (a) low across parent and examiner contexts, (b) high with parent only, (c) high with examiner only, and (d) high with parent and examiner. Observed Disruptive Behavior specific to the parent and examiner contexts were uniquely related to parent-identified and teacher-identified Disruptive Behavior, respectively. Further, observed Disruptive Behavior across both parent and examiner contexts was associated with Disruptive Behavior as identified by both informants. Links between observed Behavior and informant discrepancies were not explained by child impairment or observed problematic parenting. Findings provide the first laboratory-based support for the Attribution Bias Context Model (De Los Reyes and Kazdin Psychological Bulletin 131:483–509, 2005), which posits that informant discrepancies are indicative of cross-contextual variability in children’s Behavior and informants’ perspectives on this Behavior. These findings have important implications for clinical assessment, treatment outcomes, and developmental psychopathology research.
William G Sharp - One of the best experts on this subject based on the ideXlab platform.
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overweight and obese status in children with autism spectrum disorder and Disruptive Behavior
Autism, 2018Co-Authors: Kristen K Criado, William G Sharp, Courtney Mccracken, Oana De Vinckbaroody, Liansai Dong, Michael G Aman, Christopher J Mcdougle, James T Mccracken, Eugene L Arnold, Carol WeitzmanAbstract:Overweight and obesity are common in pediatric populations. Children with autism spectrum disorder and Disruptive Behavior may be at higher risk. This study examined whether children with autism spectrum disorder and Disruptive Behavior are more likely to be overweight or obese than matched controls. Baseline data from medication-free children with autism spectrum disorder who participated in trials conducted by the Research Units on Pediatric Psychopharmacology Autism Network (N = 276) were compared to 544 control children from the National Health and Nutrition Examination Survey database matched on age, sex, race, parent education, and era of data collection. The mean age of the children with autism spectrum disorder was 7.9 ± 2.6 years; 84.4% were males. In the autism spectrum disorder group, the prevalence was 42.4% for overweight and 21.4% for obesity compared to 26.1% for overweight and 12.0% for obesity among controls (p < 0.001 for each contrast). Within the autism spectrum disorder sample, obesity was associated with minority status and lower daily living skills. These findings suggest that children with autism spectrum disorder and Disruptive Behavior are at increased risk for obesity and underscore the need for weight management interventions in this population.
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A Systematic Review and Meta-analysis of Parent Training for Disruptive Behavior in Children with Autism Spectrum Disorder
Clinical Child and Family Psychology Review, 2017Co-Authors: Valentina Postorino, William G Sharp, Karen Bearss, Courtney E. Mccracken, T. Lindsey Burrell, A. Nichole Evans, Lawrence ScahillAbstract:Parent training (PT) has emerged as a promising treatment for Disruptive Behavior in children with autism spectrum disorder (ASD). This review summarizes the essential elements of PT for Disruptive Behavior in children with ASD and evaluates the available evidence for PT using both descriptive and meta-analytic procedures. We searched Medline, PsycINFO, and PubMed databases (1980–2016) in peer-reviewed journals for randomized controlled trials (RCTs) of PT for Disruptive Behavior in children with ASD. The systematic search of 2023 publications yielded eight RCTs involving a total of 653 participants. We calculated effect sizes using either raw post-treatment means and standard deviations for each treatment group (PT and control) or group mean differences with associated 95% confidence intervals (CIs). Differences in post-treatment means were converted to a standardized difference in means (SMD) for each primary outcome. Results support the efficacy of PT for Disruptive Behavior in children with ASD, with a SMD of −0.59 [95% CI (−0.88, −0.30); p
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a systematic review and meta analysis of parent training for Disruptive Behavior in children with autism spectrum disorder
Clinical Child and Family Psychology Review, 2017Co-Authors: Valentina Postorino, William G Sharp, Courtney Mccracken, Karen Bearss, Lindsey T Burrell, Nichole A Evans, Lawrence ScahillAbstract:Parent training (PT) has emerged as a promising treatment for Disruptive Behavior in children with autism spectrum disorder (ASD). This review summarizes the essential elements of PT for Disruptive Behavior in children with ASD and evaluates the available evidence for PT using both descriptive and meta-analytic procedures. We searched Medline, PsycINFO, and PubMed databases (1980–2016) in peer-reviewed journals for randomized controlled trials (RCTs) of PT for Disruptive Behavior in children with ASD. The systematic search of 2023 publications yielded eight RCTs involving a total of 653 participants. We calculated effect sizes using either raw post-treatment means and standard deviations for each treatment group (PT and control) or group mean differences with associated 95% confidence intervals (CIs). Differences in post-treatment means were converted to a standardized difference in means (SMD) for each primary outcome. Results support the efficacy of PT for Disruptive Behavior in children with ASD, with a SMD of −0.59 [95% CI (−0.88, −0.30); p < 0.001]. Across these eight studies, there was significant heterogeneity in the effect of PT on Disruptive Behavior. This variability is likely due to differences in sample size, number of treatment sessions, study duration, and control condition employed. Current findings provide solid support for the efficacy of PT for Disruptive Behavior in children with ASD. Future studies should focus on effectiveness trials to promote wider implementation of PT in clinical settings.
