[Analysis of the intervention effects of skill training for parents with autism child on toddlers with autism spectrum disorder].

This study looked at whether training parents of toddlers with autism (ages 15-30 months) leads to better outcomes than usual community support. Parents in the training group attended 8 weeks of sessions and had follow-ups for a year. Children whose parents received training showed better improvements in language, hand-eye coordination, and social skills compared to children receiving regular community help. Both groups improved, but parent training was more effective.

This multicenter non-randomized controlled study evaluated Skill Training for Parents with Autism Child (STPAC) in 60 toddlers with ASD aged 15-30 months. The STPAC group received 8 weeks of intervention (3 hours weekly) with quarterly follow-ups for one year, while controls received routine community interventions. Both groups showed improvements in developmental and communication measures, but the STPAC group demonstrated significantly greater gains in hearing-language, hand-eye coordination, and performance domains on the Griffiths Development Scales, as well as superior social communication and total scores on the CSBS-DP-ITC. The parent training approach appears more effective than routine interventions for enhancing language, motor coordination, visual-spatial skills, and social communication in very young children with ASD.

STPAC shows promise for improving developmental outcomes in toddlers with ASD. Parent training may be particularly beneficial for language and motor skills development. Early intervention through parent training could be integrated into routine care pathways, though replication with randomized designs is needed to confirm effectiveness.

Non-randomized design introduces selection bias risk. Small sample size (n=30 per group) limits generalizability. Control group self-selected routine interventions, creating potential confounding. Lack of blinding may affect outcome assessments. Limited details on intervention fidelity and adherence measures.

To explore the intervention effects of the skill training for parents with autism child (STPAC) on toddlers with autism spectrum disorder (ASD).A multicenter non-randomized concurrent controlled study design was conducted. Thirty children with ASD aged 15-30 months, first diagnosed at the Children's Hospital of Fudan University, the First Hospital of Jilin University, and Chengdu Women's and Children's Central Hospital from 2019 to 2020, were enrolled in the STPAC group. Thirty children with ASD who visited the same hospitals during the same period but refused the STPAC intervention were selected as the control group. The STPAC group received an 8-week intervention (3 h/week) followed by quarterly follow-ups for 1 year, while the control group voluntarily chose community-based routine interventions.

The Griffiths development scales-Chinese (GDS-C) was used to assess the developmental levels, and the communication and symbolic behavior scales developmental profile infant-toddler checklist (CSBS-DP-ITC) was completed by the primary caregivers to evaluate social, language and symbolic behavior. The independent samples-tests or Mann-Whitneytests, etc.was used for inter-group comparison. The paired-tests or Wilcoxon signed-rank tests, etc. was used for inter-group pre-post intervention comparison.The STPAC group included 30 children (22 males and 8 females, aged (23.9±2.2) months), and the control group included 30 children (20 males and 10 females, aged (24.2±2.6) months). Before the intervention, there were no statistically differences in GDS-C development quotient (DQ) and CSBS-DP-ITC scores between groups (all>0.05).

After 1-year intervention, GDS-C DQ in personal-social, hearing-language, hand-eye coordination, performance domains of STPAC group and GDS-C DQ in personal-social, hearing-language domains of control group were all increased (all<0.01). After 1-year intervention, CSBS-DP-ITC scores of both groups were all improved in socia, language, symbolic behavior, and total scores (all0.001). GDS-C DQ changes before and after 1 year of intervention in hearing-language, hand-eye coordination, performance domains of the STPAC group were all higher the those of control group (34(15, 4810(-4, 39), 11±20-1±19, 23±258±22, all0.05). CSBS-DP-ITC scores changes before and after 1 year of intervention in social and total scores of the STPAC group were both higher the those of control group (10(5, 30)3(1, 7), 26±1711±8, both0.001).Compared with the community routine interventions, the STPAC better improves the language, hand-eye coordination, visual-spatial, social communication, and play skills in ASD toddlers.