Effectiveness of Parent-Mediated Intervention Combined With Positive Behavioral Support on Challenging Behaviors and Parenting Stress Among Children With Autism.
Effectiveness of Parent-Mediated Intervention Combined With Positive Behavioral Support on Challenging Behaviors and Parenting Stress Among Children With Autism in South Punjab: A Quasi-Experimental Study
This study aims to evaluate the effectiveness of a parent-mediated intervention combined with Positive Behavioral Support (PBS) in reducing challenging behaviors among children with autism and decreasing parenting stress in South Punjab, Pakistan. By equipping parents with PBS techniques, the intervention seeks to identify and manage behavioral triggers, thereby improving child behavior and reducing caregiver strain.
There is a growing need for culturally adapted intervention programs in local languages such as Urdu and Seraiki, tailored to the socio-cultural context of Pakistani families. This study addresses this gap by providing indigenous evidence on a dual-component intervention (Parent-Mediated Intervention + PBS) designed specifically for the family structure and caregiving practices in South Punjab.
研究概览
地位
条件
详细说明
This quasi-experimental study is designed to examine the effectiveness of a combined Parent-Mediated Intervention (PMI) and Positive Behavioral Support (PBS) program in managing challenging behaviors among children diagnosed with autism spectrum disorder and reducing parenting stress among their caregivers in South Punjab, Pakistan.
Children with autism often exhibit challenging behaviors such as aggression, self-injury, and non-compliance, which significantly increase caregiver burden and negatively impact family functioning. In low-resource settings like South Punjab, access to structured behavioral interventions is limited, and most available programs are not culturally or linguistically adapted.
The intervention program in this study integrates parent training (PMI) with evidence-based behavioral strategies (PBS). Parents will be trained to identify antecedents and consequences of challenging behaviors, implement behavior modification techniques, and reinforce adaptive behaviors in natural home settings. The intervention will be delivered in local languages (Urdu and Seraiki) to enhance accessibility and comprehension.
Participants will be divided into intervention and control groups. The intervention group will receive the combined PMI + PBS program, while the control group will receive treatment as usual. Standardized measures will be used to assess changes in child behavior and parenting stress before and after the intervention.
The findings of this study are expected to provide culturally relevant evidence for scalable, family-based interventions in Pakistan and contribute to improving the quality of life of children with autism and their caregivers.
研究类型
注册 (估计的)
阶段
- 不适用
联系人和位置
学习地点
-
-
-
Multiple Locations、巴基斯坦、60000
- The islamia university of Bahawalpur
-
-
参与标准
资格标准
适合学习的年龄
- 孩子
接受健康志愿者
描述
Inclusion Criteria: Children aged 3 to 12 years with a confirmed diagnosis of ASD (based on DSM-5 criteria).
Presence of at least two moderate-to-severe "challenging behaviors" as reported by parents.
Parents/caregivers who are the primary providers of daily care. Residents of South Punjab for the past 12 months.
Exclusion Criteria: Children with severe comorbid physical disabilities (e.g., total blindness or deafness) that prevent participation in standard PBS activities.
Parents currently enrolled in other intensive behavioral training programs.
学习计划
研究是如何设计的？
设计细节
- 主要用途：支持治疗
- 分配：不适用
- 介入模型：单组作业
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
|
实验性的：Parent-Mediated Intervention + Positive Behavioral Support (PMI + PBS)
Participants in this arm will receive a structured parent-mediated intervention combined with Positive Behavioral Support (PBS). Parents will be trained to identify antecedents and consequences of challenging behaviors, implement behavior modification strategies, and reinforce adaptive behaviors in their children. The intervention will be delivered through weekly structured sessions over a period of 12 weeks. Each session will include psychoeducation, skills training, modeling, and guided practice. Parents will also be assigned home-based tasks to apply learned strategies in natural settings. The intervention will be delivered in local languages (Urdu and Seraiki) to ensure cultural relevance and comprehension. |
Duration: 8-10 weeks intervention, 2 sessions per week (total 16-20 sessions)
Teaching: Replacement behaviors Reinforcement techniques Behavior management plans |
研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Aberrant Behavior Checklist (ABC)
大体时间：From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
The Aberrant Behavior Checklist (ABC) is a standardized caregiver-reported scale used to assess problem behaviors in children with developmental disorders.
It includes 58 items across five domains: irritability, lethargy/social withdrawal, stereotypic behavior, hyperactivity, and inappropriate speech.
Each item is rated on a 4-point scale (0-3), with total scores ranging from 0 to 174.
Higher scores indicate greater severity of challenging behaviors, reflecting a worse outcome.
|
From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
|
Parenting Stress Index (PSI)
大体时间：From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
The Parenting Stress Index (PSI) is a standardized self-report measure assessing stress experienced by parents in relation to child-rearing.
It includes domains such as parental distress, parent-child dysfunctional interaction, and difficult child characteristics.
Scores typically range from 36 to 180 (short form).
Higher scores indicate greater parenting stress, reflecting a worse outcome.
|
From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
次要结果测量
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
|
Adaptive functioning (VABS)
大体时间：From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
The Vineland Adaptive Behavior Scales (VABS) is a standardized instrument used to assess adaptive functioning, including communication, daily living skills, socialization, and motor skills.
Scores are reported as standard scores with a mean of 100 and a standard deviation of 15, typically ranging from approximately 20 to 160.
Higher scores indicate better adaptive functioning, reflecting a better outcome.
|
From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
|
Treatment Adherence
大体时间：From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
Treatment adherence will be measured as the percentage of intervention sessions attended by parents out of the total number of scheduled sessions.
Adherence will be calculated as a percentage ranging from 0% to 100%.
Higher percentages indicate greater adherence to the intervention protocol, reflecting a better outcome.
|
From baseline (week 0), mid-intervention assessment (week 6), to post-intervention assessment at 12 weeks
|
合作者和调查者
调查人员
- 首席研究员：Khizra Iqbal、The Islamia University Bahawalpur, Punjab Pakistan
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (估计的)
研究完成 (估计的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他相关的 MeSH 术语
其他研究编号
- ECSFLLSDU2025-10.
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
药物和器械信息、研究文件
研究美国 FDA 监管的药品
研究美国 FDA 监管的设备产品
此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.