Parent Integrated Therapy Approach (Pita) as a Treatment for a Child with Autistic Spectrum Disorder (Asd): A Case Study (original) (raw)
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The experience of parents with an Autism Spectrum Disorders (ASD) can be devastating. Parents and families have to cope with the compound, demanding situation in their life. The presence of pervasive and severe deficits in children with ASD increases the adjusting demands of parent’s in their life situations. Those coping with life complexity with the parents of ASD nudge them into stress later into distress slowly incapacitates them that of their efficiency to deal with this situation. These parents are found with disturbances in their psychological parameters such as social, sexual, economic, and emotional. Perhaps this shatters them from their interpersonal relationship and family life. Indeed, these aspects of parental distress stand lower in position, and the focus goes with the treatment of ASD. Thus, the management of ASD by these parents to their deficit child capacitating to reach their fullest abilities remains questionable. Thus, there is a need for intervention of autistic children with a peripheral focus on psychological parameters of parents of ASD. This review study focuses on division of attention required for the treatment of ASD towards the child with autism and the parents who manage them
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...
The Assessment of Intervention Programs for Autism Including Children and their Parents
American Journal of Biomedical Science & Research, 2019
Abstract This is a review study regarding intervention programs for children with Autism Spectrum Disorder (ASD) from a family concept including both children with autism and their parents, because parents are considered essential parts for the successfulness of any intervention programs. ASD is considered to be a long-term neurodevelopmental disorder that is a long-standing problem in the context of social communication and interaction and the dominance of limited, repetitive patterns of behavior, interests or activities. Intervention programs aim to help ASD patients, especially in the early stages of development. Another objective is to involve the parents of children with ASD in order to improve the effectiveness of the implementation of these interventions. Reviewing the literature has shown that parental involvement reduces stress.
Study On Parents’ Involvement In The Autistic Children Therapy Support
The present study aims at obtaining relevant data on the impact of the Autism Spectrum Disorders (ASD), on the quality of family and other environment integration of the children and young people attending the Community Services Center for Children with Disabilities in Focşani, within the framework of Vrancea General Directorate for Social Assistance and Child Protection (D.G.A.S.P.C. Vrancea). The research was carried out on a group of 22 parents who answered the questionnaire which was applied between February and March 2018, in the Community Services Center for Children with Disabilities in Focsani. The purpose of the research is to evaluate the correlation between the level of knowledge of the parents with ASD children on this diagnosis and the degree of the internal resource mobilization (motivational and family) and external (institutional: medical services, specific rehabilitation therapy services, educational institutions) in the integration of children with ASD into the family, social and school environment. The hypotheses of the study, according to which early diagnosis (between 1-3 years) of children leads to earlier access to the therapeutic intervention services and according to which parents of the children with autism are fully involved in their understanding and treatment, have been confirmed. The information obtained through the survey method, its analysis, revealed good information on the diagnosis of the child, the parents' involvement in the provision of medical and therapeutic services, the organization of the child's life programme, the child's adaptation to different forms of education. There were also answers that were punctually different.
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
Family intervention program for autism
COUNS-EDU: The International Journal of Counseling and Education
Interventions can minimize the impact of developmental barriers on autism. Inconsistent interventions result in behavioral deterioration. Parents have a big role to provide consistent intervention to children. This study aims to review home intervention programs that family can do at home. The research method used is a literature review. The data collection method used is the literature related to home-based autism interventions and family intervention. The results of the study show several programs that can be applied by families at home. The results showed the intervention models that can be done by family are ABA, PLAY, dan TEACCH. Through this study, it can be concluded that ABA is the most effective technique that can be used as a basis for implementing family interventions. Comprehensive interventions are also highly recommended for home interventions, such as modifying the environment and providing preschool life skills.
International Journal Of Community Medicine And Public Health
The relevance of identifying effective interventions and rehabilitation of children with autism spectrum disorders (ASD) increases day by day due to the growth, especially in India. One strategy which has been found to be effective to meet the requirements of children and adolescents with ASD is parent-mediated programmes. However, since most studies of this kind have been undertaken in high-income nations, the present research will explore the effect of parent-mediated intervention programmes in India, a country with a high incidence of developmental disabilities. A fast systematic review employing databases such as PUBMED, psycINFO, Medline, Web of science, and Google Scholar was conducted to assess Indian research on PMI for children with ASD published before February 2022. Studies that were included in the review covered research involving those between the ages of 1 and 18 who were diagnosed with ASD. The 354 research papers were collected, and 11 studies satisfied the criteria...
Objectives: This study aimed to develop a modulated program of parenting skills and to evaluate its effectiveness in reducing autistic symptoms and increasing parental adjustment. Methods: This quasi-experimental study utilized in two phases, a pretest-posttest design and a control group. First, a treatment program with both individual and group structure was constructed considering available treatments such as cognitive–behavior therapy, social stories, and play therapy catered to autistic children and the needs of their families. The program consisted of techniques such as acceptance, common cognitive errors challenge, control of thoughts, emotions and behavior, the principles of reward and punishment, and crisis management etc. The validity of the program was confirmed by four experts. Secondly, 26 volunteer qualified couples selected from the parents were referred to a rehabilitation center in Tehran, and were randomly assigned into experimental and control groups. The pretest was performed for all participants. Then, the control group was kept away from the program during the 10 sessions of group, four sessions of individual, and two sessions of family therapy for each couple in the experiment group.
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.
The Intervention to Enhace the Coping of Parents of Children with Autism
Psychiatry Nursing Journal (Jurnal Keperawatan Jiwa), 2022
Introduction: Autism is a disruption verbal, nonverbal, and social interaction growth in children. Children with autism spectrum disorder have a different parenting program with normal children. A mother who has autism spectrum disorder children need for more space up her time to treat their children right, and sometimes they will have their stress moments because of what they think about their autism spectrum disorder children. This study aims to explain the interventions to enhace the coping of parents of children with autism.Method: The literature was searched using electronic database: Scopus, CINAHL, Science Direct, Sage, Google Schoolar with inclusion criteria include: parents of children with Autism Spectrum Disorder, articles published in 2011-2021 using experimental studies in English and Indonesian. Ten articles obtained for review.Result: Ten articels that fulfill a searching requirement and chosen to be analyzed. From ten articels there are divided into two interventions...