Spectrum Newsletter and Newsletter Archive

Issue 17, JUNE 2015

RECENT PUBLICATIONS

Pivotal Response Treatment Parent Training for Autism: Findings from a 3-month Follow-up Evaluation. (Gengoux G. et al., 2015; Journal of Autism and Developmental Disorders)

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. The primary goal is to assess whether gains observed at the end of the initial phase in language development (week 12) are maintained at week 24 (end of follow-up period) and whether changes in cognitive functioning are observed over the same 6-month period. Families who completed the active treatment (N=23) were followed for an additional 12 weeks to measure changes in language and cognitive skills. PRT is a naturalistic behavioral intervention that combines ABA teaching strategies with a child-led developmental approach. PRT capitalizes on a child's motivation and implements treatment in the natural environment and parents can be taught to effectively implement PRT. Group delivered PRT parent education has recently emerged as an efficient model for dissemination. Results indicated a significant improvement in frequency of functional utterances, with maintenance at 3- month follow-up. Children also made significant gains on the Vineland Communication Domain Standard Score and the Mullen Scales of Early Learning Composite score. The Vineland Adaptive Behavior Scales is a measure of adaptive function and includes information across the domains of communication, daily living skills, and socialization. The Mullen Scales of Early Learning yields a total Early Learning Composite score. This score is derived from four sub-scales: Visual Perception, Fine Motor, Expressive Language, and Receptive Language. 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.

Maladaptive Behavior in Autism Spectrum Disorder: The Role of Emotion Experience and Emotion Regulation. (Samson A. et al., 2015; Journal of Autism and Developmental Disorders)

Maladaptive behavior such as temper tantrums, aggression, sleeping problems, and disobedience are common in individuals with Autism Spectrum Disorder (ASD). However, factors that give rise to maladaptive behavior in this context are not well understood. Traditionally, emotional problems have not been seen as a defining feature of ASD. However, there is mounting evidence that emotional components are affected in this disorder. Indeed, ASD is increasingly viewed as a disorder that involves problematic emotion in frequency and intensity. This study examined the role of emotion experience and emotion regulation in maladaptive behavior in individuals with ASD and typically developing (TD) participants. Thirty-one individuals with ASD and 28 TD participants between the ages of 8 and 20 and their parents completed questionnaires assessing emotion experience, regulation, and maladaptive behavior. Compared to TD participants, individuals with ASD used cognitive reappraisal less frequently, which is an adaptive emotion regulation strategy, resulting in increased negative emotions. The limited use of cognitive reappraisal was in turn related to greater levels of maladaptive behavior. By decreasing negative emotions, treatments targeting adaptive emotion regulation may therefore reduce maladaptive behaviors in individuals with ASD.

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