Graduation Year
2018
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Psychological and Social Foundations
Major Professor
Heather Agazzi, Ph.D.
Co-Major Professor
Linda Raffaele Mendez, Ph.D.
Committee Member
Julia Ogg, Ph.D.
Committee Member
John Ferron, Ph.D.
Keywords
ASD symptoms, challenging behavior, early intervention, evidence-based intervention, parent training
Abstract
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.
Scholar Commons Citation
Knap, Kimberly A., "Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers" (2018). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/7317
Included in
Behavioral Disciplines and Activities Commons, Other Education Commons, Psychology Commons
