Effectiveness of Parent-Child Interaction Therapy for Behavioral Outcomes in Young Children Diagnosed with Autism Spectrum Disorder (original) (raw)

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