Effects of Parent-Mediated Intervention on Restricted and Repetitive Behaviors in Children With ASD
Condition: Autism Spectrum Disorder
MeSH terms: Autism Spectrum Disorder
Study type: Interventional

Summary: 
      Our primary aim in the study is to investigate the effect of an online group-based 8-week
      parent-mediated intervention program targeting social communication on restrictive repetitive
      behaviors. Our second aim is to investigate the factors affecting the change in restrictive
      repetitive behavior. Our hypotheses are that after completing the 8-week online group-based
      parent-mediated intervention program, the participants' social interaction skills will
      increase, their restrictive repetitive behaviors will decrease, and their emotion regulation
      problems will decrease.
    

Detailed description: 
      Repetitive motor movements, preoccupations with objects, strict adherence to routines and
      rituals, and a resistance to change are all examples of restricted repetitive behaviors
      (RRBs). These behaviors are not exclusive to autism spectrum disorder (ASD) and can also be
      observed in children with intellectual disabilities and typically developing children.
      However, children with ASD tend to exhibit RRBs more frequently, severely, and intensely.

      Studies have shown that as typically developing children improve their language and social
      interaction skills, the frequency of RRBs tends to decrease. On the other hand, research
      involving children with ASD has demonstrated that RRBs are associated with a decline in
      social interaction abilities. However, there are also studies suggesting that RRBs are
      unrelated to social communication skills. Anxiety has been found to be connected to RRBs in
      children with ASD, and one study even identified emotion regulation problems as the strongest
      predictor of RRBs.

      RRBs can consume a significant amount of time, limit opportunities for social interactions,
      and hinder the acquisition of new skills in children. They can also have a negative impact on
      family functioning and well-being. Parents often find managing RRBs to be the most stressful
      and challenging aspect of dealing with ASD. Unfortunately, research on restricted repetitive
      behaviors is limited, with a primary focus on pharmacological treatments and behavioral
      interventions that predominantly utilize single-case designs. Various strategies have been
      employed with some success to address RRBs, such as blocking, interrupting, and redirecting
      for lower-order RRBs, as well as cognitive behavioral therapy and differential reinforcement
      strategies for higher-order RRBs. However, managing RRBs remains a significant challenge for
      parents, as the available interventions have limited effectiveness.

      RRBs create considerable difficulties for both children with ASD and their families. In this
      study, we aim to investigate the impact of an 8-week online group-based parent-mediated
      intervention on restricted repetitive behaviors. Additionally, we will explore the factors
      that influence the improvement of these behaviors. This research endeavor is expected to
      provide valuable insights and contribute to the existing knowledge on effectively managing
      RRBs. The findings have the potential to benefit both professionals and parents by equipping
      them with enhanced coping strategies. Furthermore, this study will contribute to the
      expansion of scientific literature regarding the effects of parent-mediated interventions on
      addressing RRBs, thereby advancing our understanding in this area.
    

Intervention name(s): Online-delivered Group-based Parent Mediated Intervention for Young Children with ASD
Intervention type(s): Behavioral
Intervention description(s): The program consists of eight weekly 2-hour group sessions, with each group consisting of 8 to 10 families. During the sessions, supervisors present the strategies to the parents and explain how to integrate them into their interactions with their children. Sample videos are shown to illustrate the strategies, and group discussions allow parents to discuss their application. In the second half of each session, the parents' recorded videos are watched, and supervisors provide feedback on whether the strategies were accurately implemented. At the end of each session, supervisors address any questions the parents may have.
Intervention model: Single Group Assignment
Masking: None (Open Label)
Primary purpose: Treatment
Keywords: Autism spectrum disorder;; Social communication; Restricted and repetitive behavior; Parent mediated intervention