Autism Severity and Qualities of Parent–Child Relations (original) (raw)
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Clinical Child Psychology and Psychiatry, 2013
The aim of this project was to replicate and extend findings from two recent studies on parent-child relatedness in autism (Beurkens, Hobson, & Hobson, 2013; Hobson, Tarver, Beurkens, & Hobson, 2013, under review) by adapting an observational assessment and coding schemes of parent-child relatedness for the clinical context and examining their validity and reliability. The coding schemes focussed on three aspects of relatedness: joint attentional focus (Adamson, Bakeman, & Deckner, 2004), the capacity to co-regulate an interaction and the capacity to share emotional experiences. The participants were 40 children (20 with autism, 20 without autism) aged 6–14, and their parents. Parent-child dyads took part in the observational assessment and were coded on these schemes. Comparisons were made with standardised measures of autism severity (Autism Diagnostic Observation Schedule, ADOS: Lord, Rutter, DiLavore, & Risi, 2001; Social Responsiveness Scale, SRS: Constantino & Gruber, 2005), r...
2015
The present study examined the effectiveness of Parent-Child Interaction Therapy in improving the behavioral outcomes in young children with autism spectrum disorder. Using a non-concurrent multiple baseline design with four mother-child dyads, the study determined the impact of PCIT on the frequency and severity of young children's challenging behaviors, mothers' positive parenting practices, and mothers' satisfaction with treatment. Outcome measures included the Eyberg Child Behavior Inventory, Child Behavior Checklist, Dyadic Parent-Child Interaction Coding System, and Therapy Attitude Inventory. Results from visual analysis and hierarchical linear modeling indicated a treatment effect for mothers' use of labeled praises (b = 14.79, p = 0.01), reflections (b = 9.93, p < .0001), and behavior descriptions (b = 13.13, p = 0.01). Mothers conveyed high levels of satisfaction with PCIT and reported improvements in their relationship with their child, as well as in their child's major behavior problems and compliance. Children's challenging behaviors declined in frequency and severity; however, these decreases were not statistically significant. The findings of this study indicate that PCIT improves mothers' parenting practices and is a highly satisfactory treatment for mothers of children with ASD. Future studies should incorporate measures specific to ASD symptoms and measures of challenging behaviors from multiple caregivers, such as teachers. Studies should also employ more rigorous statistical methods to determine the average length of treatment required to reduce challenging behaviors in children with ASD. Chapter One: Children with ASD may also exhibit ODD symptoms, such as hostility and defiance (Gadow, DeVincent, Pomeroy, & Azizian, 2004). Once these behavioral problems become part of the child and parents' established routine, they are not likely to decrease without intervention (Horner et al., 2002). It is essential to intervene as early as possible because early intervention may reduce behavioral problems associated with ASD (Wilkinson, 2014). Currently, there is not a cure for ASD but there are many treatments that target the core symptoms and comorbidities associated with ASD (Ospina et al., 2008; Wilkinson, 2014). Early comprehensive behavioral interventions have been shown to increase IQ, communication skills, educational placements, and adaptive skills, while also decreasing problem behaviors and other symptoms of ASD (Beauchaine & Hinshaw, 2013). Interventions derived from principles of applied behavior analysis (ABA) have the strongest research support for use with young children with ASD. Behaviorally based interventions that build upon a child's interests, use a series of simple steps to teach tasks, engage a child's attention, and regularly reinforce prosocial skills are effective for improving the functioning of children with ASD, especially when parents and teachers are involved (Horner et al., 2002). Research indicates that interventions are more effective when there is a strong family involvement component included in the treatment package, as opposed to the specialist being solely responsible for delivering the intervention (Horner et al., 2002). Parents have great expertise regarding the strengths and needs of their child with ASD (Danya International & Organization for Autism Research, 2004; National Autism Center, 2009). They are able to provide important information relevant to assessment, diagnosis, and educational background. Additionally, they can provide assistance in planning and setting goals for their children. Furthermore, research indicates that parents can be effective interventionists of their child's
2020
Autism Spectrum Disorder (ASD) affects children and their learning in a variety of ways. ASD is a developmental disorder that is marked by profound deficits in social, language, and cognitive abilities. The core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, resulting in behavioural responses. This article offers an overview of the literature, focusing on the effectiveness of Parent-Child Interaction Therapy (PCIT) which used to improve the relationship between parent-children and to reduce noncompliance behaviour in children with ASD. The PCIT is an empirically-supported treatment for conduct-disordered for young children aged two to seven that highlights on improving the quality of the relationship between parents and child and changing inappropriate pattern of parent-child interaction. Early relationships between parents and children have powerful impacts on children's behaviour and emotional develop...
2018
Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased risk for developing challenging behaviors that warrant early intervention (American Psychiatric Association, 2013). These problems are unlikely to decrease without intervention. Research indicates that parents' involvement in behaviorally based interventions improves the functioning of children with ASD (Horner, Carr, Strain, Todd, & Reid, 2002).. Parent-Child Interaction Therapy (Eyberg & Funderburk, 2011) is an empirically supported intervention for young children with disruptive behaviors. PCIT shares similarities with numerous proven ASD treatments including caregiver involvement, structure and predictable schedule, and the use of behavioral strategies (e.g., positive reinforcement, differential attention). As such, children with ASD are increasingly referred to PCIT. Researchers and clinicians have started to address the use of PCIT for targeting child compliance and social responsiveness in children with ASD. However, there is a need for research on the feasibility of PCIT for children with ASD and barriers to treatment participation for these families. The present study utilized a non-concurrent multiple baseline design with three parent-child dyads enrolled in PCIT to examine the degree of stability and immediacy of effect in caregivers parenting skill use and in patterns of challenging behaviors, ASD symptoms, and expressive communication exhibited by young children with ASD. Due to a significant attrition rate in the study, barriers to treatment participation were also examined. Findings suggested that PCIT improved children's challenging behaviors and parent's use of labeled praises. Chapter One: Introduction Statement of the Problem Recent estimates suggest that ASD affects approximately one million individuals in the United States and costs society over $35-90 billion per year (Ganz, 2007). Children with ASD often experience deficits in social communication and development, placing them at a high risk for the development of challenging behaviors. The presence of these challenging behaviors directly correlates with fewer adaptive behaviors for children with ASD such as social skills and self-help behaviors (Matson, Mahan, Hess, Fodstad, & Neal, 2010). Challenging behaviors are often severely intense and may pose physical safety risks to the child and those around them (Matson, Wilkins, & Macken, 2009). As a result, children with ASD may experience limited access to educational and/or community opportunities (Matson et al., 2009; Sigafoos, Arthur, & O'Reilly, 2003). These challenging behaviors often negatively impact the quality of life of children with ASD and their families. As such, parents often classify their chid's challenging behaviors as the primary reason for referral to intervention services (Matson & Minshawi, 2006; Matson et al., 2009). Furthermore, if left untreated, these challenging behaviors are more likely to persist into adulthood and increase in severity as the child physically matures (Murphy, Beadle-Brown, Wing, Gould, Shah, & Homes, 2005). Research on interventions for children with ASD heavily focuses on the provision of early intervention. Early intervention services often involve the application of behavioral strategies and emphasize generalization across settings (Simon, 2016). Children with ASD often participate in several different therapy activities that take up a tremendous amount of the Definition of Key Terms Parent-Child Interaction Therapy (PCIT). Parent-Child Interaction Therapy (Eyberg, 1988) is an evidence-based parent-training intervention used for young children between ages 2 and 7 with emotional and behavioral disorders. This therapy As a result, PCIT decreases children's challenging behaviors and increases children's pro-social behaviors. Autism spectrum disorder (ASD). Autism spectrum disorder refers to a complex developmental disorder. Symptoms of ASD include impairments in social communication and interaction across multiple contexts, as well as restricted, repetitive patterns of behavior, interests, or activities. These symptoms must be evident in early childhood and cause impairments in daily functioning (APA, 2013). These symptoms place children with ASD at an increased risk for the development of challenging behaviors. Challenging behaviors. Children with ASD experience symptoms including impaired social communication and interaction as well as restricted, repetitive patterns of behaviors, interests, or activities. These symptoms often lead to the development of challenging behaviors. For the purpose of the present study, challenging behaviors will include those that cause significant problems for the parent and/or child. Examples of challenging behaviors include disruptive behaviors (e.g., tantrums, aggression towards self or others, noncompliance, property destruction), as well as repetitive and stereotypical behaviors (e.g., hand flapping, echolalia). Positive parenting skills. Parenting behaviors refer to the behaviors coded with the Dyadic Parent-Child Interaction Coding System-Fourth Edition (DPICS-IV; Eyberg, Nelson, Ginn, Bhuiyan & Boggs, 2013). The DPICS-IV is a five-minute coding observation used during PCIT in order to measure multiple parent and child behaviors. During the CDI and PDI phase of PCIT, the DPICS-IV assesses the frequency of parents' use of three positive parenting behaviors. These three "Do" skills include labeled praises (e.g., "I love it when you use your inside voice!"), reflections (e.g., "Yes, that's a red truck."), and behavior descriptions (e.g., "You're driving the train on the track."). Parents' "Don't" skills during CDI are also recorded including questions (e.g., "What are you building?"), direct commands (e.g., "Sit down next to me."), and indirect commands (e.g., "Would you like to sit down?"), and negative talk (e.g., "Stop doing that!") during the session. Parents' neutral talk (e.g., "I'm playing with the train.") and unlabeled praises (e.g., "Good job.") are also recorded. During the PDI phase, the DPICS-IV measures child compliance and non-compliance with their parent's commands, in addition to the continued assessment of parents' CDI skills. Specifically, parents are assessed on their ability to give direct commands with the appropriate follow-through sequence and children's compliance or noncompliance with direct commands is recorded.
2014
The purpose of this project is to critically analyze and review parent training interventions published between the years 2000 to 2013 focused on enhancing social and communicative behaviors in young children between 3 to 10 years old with autism spectrum disorder. All studies involved a form of parent training in combination with an intervention type such as pivotal response training, milieu approach and naturalistic approaches. Overall, each study yielded positive outcomes for children with ASD, but data collection strategies, target goals, and outcome measures were variable. This review included an in-depth analysis of 16 studies of parent intervention programs evaluated based on their goals, methodology, and effectiveness of parent training on the children with ASD's language skills. The review will present a set of guidelines for parents and professionals to use when deciding on the most effective and efficient parent training therapy for families who have children with ASD. Critically evaluating the available empirical research can help parents, therapists, and researchers more effectively consider viable options for parent training programs tailored to support the needs of children with ASD. Tables will summarize the findings to make the information more accessible. Implications for future research will follow the literature review. vii Table of Contents List of Tables .
Parent Training and Therapy in Children with Autism
Pediatric Reports
With the introduction of the Diagnostic and Statistical Manual of Mental Disorders-5th ed. (DSM-5) autism spectrum disorders (ASD) fall into the category of neurodevelopmental disorders. ASD is characterized by the inhibitory mechanisms responsible for social adaptation and emotional expression being underdeveloped, causing a child’s recognition and understanding of emotions to be impaired. Our study hypothesizes that early intervention using behavioral interventions such as Applied Behavior Analysis (ABA) and reflexive functions (RF) training on parents can improve the development of joint attention (JA), a cognitive precursor to the theory of mind (ToM) and mentalization processes. We considered a sample of 84 children aged between 20 and 30 months who had received a diagnosis of risk of autism spectrum disorder (level 1). The sample was divided into two groups of 42 subjects, in the first group we carried out a weekly behavioral parent training (PT) based only on ABA principles, ...
Evaluation of the Relationship Development Intervention Program
Autism, 2007
This study is the second in a series evaluating the effectiveness of Relationship Development Intervention (RDI) to address unique deficits inherent in autism spectrum disorders. RDI is a parent-based, cognitive-developmental approach, in which primary caregivers are trained to provide daily opportunities for successful functioning in increasingly challenging dynamic systems. This study reviewed the progress of 16 children who participated in RDI between 2000 and 2005. Changes in the Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview—Revised (ADI—R), flexibility, and school placement were compared prior to treatment and at a minimum 30 month follow-up period. While all children met ADOS/ADI—R criteria for autism prior to treatment, no child met criteria at follow-up. Similar positive results were found in relation to flexibility and educational placement. Generalizability of current findings is limited by the lack of a control or comparison group, constrai...
International Journal of Academic Research in Progressive Education and Development
Two basic characteristics characterize autism spectrum disorder: a difficulty in social communication and the prevalence of repetitive activities and/or restricted interests. The most frequently cited explanation for insufficient social contact or skill development is a lack of social cognition. Numerous interventions have been utilized to help children with this issue, including social storytelling, scheduled physical exercise programs, and peer-mediated intervention. Typically, interventions are performed in a clinical setting by experts such as occupational therapists. However, research indicates that parents' involvement has a significant contribution to helping children to improve their children's social interactions and skills, particularly those with an autistic spectrum disorder. Thus, this study emphasizes social interaction intervention, its benefits, and the involvement of parents in social interaction intervention with autistic children. According to the previous research, early learning experiences through early intervention with the social contract approach significantly enhance development progress among ASD Children. Autistic children's behavior may improve with parental involvement in the intervention, and it may also reduce parenting stress because of improved behavior.
Review Article Parent Training Interventions for Toddlers with Autism Spectrum Disorder
Background. Now that early identification of toddlers with autism spectrum disorder (ASD) is possible, efforts are being made to develop interventions for children under three years of age. Most studies on early intervention have focused on intensive and individual interventions. However, parent training interventions that help parents interact and communicate with their toddlers with ASD might be a good alternative to promote the development of their child's sociocommunicative skills. Objective. This review aims to systematically examine (1) the use of parent training interventions for children with ASD under three years of age and (2) their effects on children's development, parents' well-being and parent-child interactions. Methods. Systematic searches were conducted to retrieve studies in which at least one parent was trained to implement ASD-specific techniques with their toddlers (0-36 months old) with a diagnosis of or suspected ASD. Results. Fifteen studies, involving 484 children (mean age: 23.26 months), were included in this review. Only two of them met criteria for conclusive evidence. Results show that parents were able to implement newly learned strategies and were generally very satisfied with parent training programs. However, findings pertaining to the children's communication and socioemotional skills, parent-child interactions, and parental well-being were inconclusive.