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Children on the autism spectrum often show aggressive behavior. Treatment can train children to be more aware of their emotions. Investigators studied the effectiveness of an attention-based intervention tailored on aggressive behavior problems and the use of anger coping strategies of school aged autistic children with anger regulation problems.
Investigators studied the effectiveness of an attention-based intervention tailored on aggressive behavior problems and the use of anger coping strategies of school aged autistic children with anger regulation problems. Using a randomized controlled trial (RCT), children were allocated to the attention-based treatment in combination with a psycho-educational parent-training (treatment group) or to the parent-training only (active control group).
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention condition | Experimental | Participants received both parent training and child-focussed treatment |
|
| Control condition | Active Comparator | Participants received only parent training |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Anger can go! | Behavioral | The intervention "Anger Can Go!" was designed to treat anger regulation problems in autistic children aged 8 to 13 years old. The intervention consists of nine sessions of 60 minutes and is divided in four phases. Phase 1: psycho-education, affect-education and measuring anger with an anger-thermometer. This is a self-report scale presented as the drawing of a thermometer, that allows the child to indicate his level of anger, as linked to specific bodily and behavioral representations on a scale from 0 to 3. Phase 2: making a functional behavior assessment (FBA) and taking a time-out at a low anger-level (between 1 and 2 on the scale 0 to 3) to prevent aggressive outbursts. Phase 3: taking a time-out at a low anger-level (between 1 and 2 on the scale 0 to 3) to prevent aggressive outbursts, shifting attention away from aversive stimuli, to cope with the stress of the anger provoking situation. Phase 4: creating solutions to cope with an anger provoking situation. |
| Measure | Description | Time Frame |
|---|---|---|
| Aggressive behavior problems: Arguing, Temper tantrums, Destroying things and Physical violence | Questionnaire Social Behavior (QSB) measuring behavioral and emotion regulation problems typical for autistic children. | At week 0, before the intervention group received treatment |
| Aggressive behavior problems: Arguing, Temper tantrums, Destroying things and Physical violence | Questionnaire Social Behavior (QSB) measuring behavioral and emotion regulation problems typical for autistic children. | 9 weeks later after treatment |
| Aggressive behavior problems: aggression as reported by parent | The aggression sub scale from the Child Behavior Checklist (CBCL). Minimum value: 0, maximum value: 36. A higher score means more aggression. | At week 0, before the intervention group received treatment |
| Aggressive behavior problems: aggression as reported by parent | The aggression sub scale from the Child Behavior Checklist (CBCL). Minimum value: 0, maximum value: 36. A higher score means more aggression. | 9 weeks later after treatment |
| Aggressive behavior problems: aggression as reported by teacher | The aggression sub scale from the Teacher Rating Form (TRF). Minimum value: 0, maximum value: 36. A higher score means more aggression. | At week 0, before the intervention group received treatment |
| Aggressive behavior problems: aggression as reported by teacher | The aggression sub scale from the Teacher Rating Form (TRF). Minimum value: 0, maximum value: 36. A higher score means more aggression. |
| Measure | Description | Time Frame |
|---|---|---|
| Quality of life of the child | Pediatric Quality of life inventory (Peds ql): Physical Functioning, Emotional Functioning, Social Functioning and School Functioning. | At week 0, before the intervention group received treatment |
| Quality of life of the child |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Frits Boer, PhD | Academisch Medisch Centrum - Universiteit van Amsterdam (AMC-UvA) | Study Chair |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| De Bascule | Amsterdam | North Holland | Netherlands | |||
| Wei43 |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| Background | Carr, E. G., & Horner, R. H. (2007). The expanding vision of positive behavior support: Research perspectives on happiness, helpfulness, hopefulness. Journal of positive behavior interventions, 9(1), 3-14. | ||
| 17171539 | Background | Chalfant AM, Rapee R, Carroll L. Treating anxiety disorders in children with high functioning autism spectrum disorders: a controlled trial. J Autism Dev Disord. 2007 Nov;37(10):1842-57. doi: 10.1007/s10803-006-0318-4. Epub 2006 Dec 15. | |
| 26908468 |
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| ID | Term |
|---|---|
| D000067877 | Autism Spectrum Disorder |
| ID | Term |
|---|---|
| D002659 | Child Development Disorders, Pervasive |
| D065886 | Neurodevelopmental Disorders |
| D001523 | Mental Disorders |
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| Parent psycho-education | Behavioral | Three psycho-educational parent group sessions (take place before the children's sessions in intervention group). Parents meet with other parents and a therapist to learn about the nature of their Expressed Emotion (EE) and how it relates to the child's aggressive behavior. |
|
| 9 weeks later after treatment |
| Anger coping strategies | The Behavioral Anger Response Questionnaire for children (BARQ-C) | At week 0, before the intervention group received treatment |
| Anger coping strategies | The Behavioral Anger Response Questionnaire for children (BARQ-C) | 9 weeks later after treatment |
Pediatric Quality of life inventory (Peds ql): Physical Functioning, Emotional Functioning, Social Functioning and School Functioning. |
| 9 weeks later after treatment |
| Social impairment due to autism symptoms | Social Responsiveness Scale (SRS). Minimum value: 0, maximum value: 195. A higher score means more impairments. | At week 0, before the intervention group received treatment |
| Social impairment due to autism symptoms | Social Responsiveness Scale (SRS). Minimum value: 0, maximum value: 195. A higher score means more impairments. | 9 weeks later after treatment |
| Parental stress | Nijmeegse Ouderlijke Stress Index (NOSI). Minimum value: 6, maximum value: 66. A higher score means more stress | At week 0, before the intervention group received treatment |
| Parental stress | Nijmeegse Ouderlijke Stress Index (NOSI). Minimum value: 6, maximum value: 66. A higher score means more stress | 9 weeks later after treatment |
| Parental well-being | Symptom Checklist-90 (SCL-90). Minimum value: 0, maximum value: 360. A higher score indicates a worse well-being. | At week 0, before the intervention group received treatment |
| Parental well-being | Symptom Checklist-90 (SCL-90). Minimum value: 0, maximum value: 360. A higher score indicates a worse well-being. | 9 weeks later after treatment |
| Amsterdam |
| Netherlands |
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