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).
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
NONE
Enrollment
51
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.
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.
De Bascule
Amsterdam, North Holland, Netherlands
Wei43
Amsterdam, Netherlands
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.
Time frame: 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.
Time frame: 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.
Time frame: 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.
Time frame: 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.
Time frame: 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.
Time frame: 9 weeks later after treatment
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Anger coping strategies
The Behavioral Anger Response Questionnaire for children (BARQ-C)
Time frame: At week 0, before the intervention group received treatment
Anger coping strategies
The Behavioral Anger Response Questionnaire for children (BARQ-C)
Time frame: 9 weeks later after treatment
Quality of life of the child
Pediatric Quality of life inventory (Peds ql): Physical Functioning, Emotional Functioning, Social Functioning and School Functioning.
Time frame: At week 0, before the intervention group received treatment
Quality of life of the child
Pediatric Quality of life inventory (Peds ql): Physical Functioning, Emotional Functioning, Social Functioning and School Functioning.
Time frame: 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.
Time frame: 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.
Time frame: 9 weeks later after treatment
Parental stress
Nijmeegse Ouderlijke Stress Index (NOSI). Minimum value: 6, maximum value: 66. A higher score means more stress
Time frame: 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
Time frame: 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.
Time frame: 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.
Time frame: 9 weeks later after treatment