Bearss, K., Johnson, C., Smith, T., Lecavalier, L., Swiezy, N., Aman, M., . . . Scahill, L. (2015).

Effect of parent training vs parent education on behavioral problems in children with

autism spectrum disorder: A randomized clinical trial. Journal of American Medicine,
313(15), 1524-1533.

https://www.researchgate.net/publication/
275277712_Effect_of_Parent_Training_vs_Parent_Education_on_Behavioral_Problems_in_Chil
dren_With_Autism_Spectrum_Disorder_A_Randomized_Clinical_Trial

Overview of the Article:

The Effects of Parent Training vs. Parent Education on Behavioral Problems in Children with
Autism Spectrum Disorder, was a 24-week study conducted by six Universities to determine
which method was more successful in teaching parents strategies to use with their children when
they exhibit behaviors of concern. The study involved the parents of 180 children with ASD
between the ages of 3-7. The Parent Training group received eleven core instructional sessions,
with two additional sessions available, and two phone consultations and two home visits. The
Parent Education group received twelve core instructional sessions and one home visit. The
Parent Training groups instruction focused on behavioral strategies to manage disruptive
behaviors, whereas the Parent Education groups instruction revolved strictly around what autism
was, but no behavioral treatments.

Key Points:
The Parent Training group reported a 47% decrease on the Aberrant Behavior Checklist of
Irritability Subscale; the Parent Education group reported a 31% decrease
The Parent Training group reported an increase of 68% on the Clinical Global Impression
Improvement Scale; the Parent Education group reported a 39% increase
There was a smaller than anticipated difference between the two groups. This was due to the
larger than anticipated response from the Parent Education group.
There was no change in the parents overall responses on the same scales from the end of the
study (24-weeks) to the 48-week follow up. 70% of parents maintained a positive response
about their participation in the study.

Implications to Current/ Future Practitioners:

Most parents want to learn how to best help their children; practitioners just need to provide
the most meaningful training.
Provide instructions for parents as to what they can do to impact their childs performance, not
just the background about what is impacting their child.
Detailed, personalized parent training will have more of an impact on the life of a child with
ASD than general education about ASD.