Using Prevent Teach Reinforce for Young Children to Manage Challenging Behaviors in Public Specialized Early Intervention Services for Autism

Mélina Rivard, Catherine Mello, Zakaria Mestari, Amélie Terroux, Diane Morin, Jacques Forget, Christine Lefebvre, Malena Argumedes

Research output: Contribution to journalArticlepeer-review

Abstract

This proof-of-concept study assessed the feasibility of implementing Prevent-Teach-Reinforce-for-Young-Children (PTR-YC) program to address challenging behaviors in children with autism within the context of public, specialized early intensive behavioral intervention (EIBI) services offered in community settings. Following a 2-day training and with brief weekly supervision meetings, children’s EIBI educators acted as facilitators in 35 families’ home environments. Small and moderate effect sizes were observed for children’s behavioral outcomes and parenting stress. Recruitment and retention rates, implementation fidelity, as well as treatment acceptability from the perspective of participating parents and the organization attested to the feasibility and relevance of implementing and evaluating this program on a larger scale as part of a multi-center randomized controlled trial.

Original languageEnglish (US)
Pages (from-to)3970-3988
Number of pages19
JournalJournal of Autism and Developmental Disorders
Volume51
Issue number11
DOIs
StatePublished - Nov 2021

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

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