Abstract：
OBJECTIVE: Access to intervention is a barrier for children with autism. As parent-mediated interventions have emerged to address this need, understanding implementation components contributing to child gains is critically important. Existing literature documents relationships between parent treatment adherence and child progress; however, less is understood about components, such as frequency of learning opportunities, which could also affect child outcomes.
METHODS: This study is a secondary analysis of data from a randomized controlled trial evaluating Pivotal Response Treatment group parent training (PRTG) compared to psychoeducation. Linear regression and mediational models were employed to identify potential predictors and mediators of outcome.
RESULTS: PRTG produced large increases in adherence and learning opportunities. In general, greater frequency of learning opportunities and adherence predicted better child outcomes. The best-fitting cross-sectional mediational models indicated at least partial mediational effects, whereby increased learning opportunities mediated the relationship between greater adherence and improved child outcomes.
CONCLUSIONS: This study provides preliminary evidence of how early gains in adherence may support parents to provide more frequent learning opportunities, which, in turn, yield positive effects on child social communication. Future large-scale research, with greater granularity of measurement, is needed to further understand the temporal relationships between these variables.
METHODS: This study is a secondary analysis of data from a randomized controlled trial evaluating Pivotal Response Treatment group parent training (PRTG) compared to psychoeducation. Linear regression and mediational models were employed to identify potential predictors and mediators of outcome.
RESULTS: PRTG produced large increases in adherence and learning opportunities. In general, greater frequency of learning opportunities and adherence predicted better child outcomes. The best-fitting cross-sectional mediational models indicated at least partial mediational effects, whereby increased learning opportunities mediated the relationship between greater adherence and improved child outcomes.
CONCLUSIONS: This study provides preliminary evidence of how early gains in adherence may support parents to provide more frequent learning opportunities, which, in turn, yield positive effects on child social communication. Future large-scale research, with greater granularity of measurement, is needed to further understand the temporal relationships between these variables.
摘要：
目的：获得干预是自闭症儿童的障碍。随着父母介导的干预措施的出现，以满足这一需求，了解有助于儿童收益的实施组件至关重要。现有文献记载了父母治疗依从性和儿童进步之间的关系；然而，对组件的了解较少，比如学习机会的频率，这也可能影响孩子的结局。
方法：本研究是对一项随机对照试验数据的二次分析，该试验评估了关键反应治疗组父母训练（PRTG）与心理教育的比较。线性回归和中介模型用于确定潜在的预测因子和结果的中介。
结果：PRTG使依从性和学习机会大幅增加。总的来说,更频繁的学习机会和依从性预示着更好的儿童结局。最佳拟合的横截面中介模型表明至少部分中介效应，因此，学习机会的增加介导了更高的依从性和改善儿童结果之间的关系。
结论：这项研究提供了初步证据，证明早期依从性的提高可能支持父母提供更频繁的学习机会。which,反过来,对儿童社会交往产生积极影响。未来的大规模研究，具有更大的测量粒度，需要进一步了解这些变量之间的时间关系。
方法：本研究是对一项随机对照试验数据的二次分析，该试验评估了关键反应治疗组父母训练（PRTG）与心理教育的比较。线性回归和中介模型用于确定潜在的预测因子和结果的中介。
结果：PRTG使依从性和学习机会大幅增加。总的来说,更频繁的学习机会和依从性预示着更好的儿童结局。最佳拟合的横截面中介模型表明至少部分中介效应，因此，学习机会的增加介导了更高的依从性和改善儿童结果之间的关系。
结论：这项研究提供了初步证据，证明早期依从性的提高可能支持父母提供更频繁的学习机会。which,反过来,对儿童社会交往产生积极影响。未来的大规模研究，具有更大的测量粒度，需要进一步了解这些变量之间的时间关系。
