Heather Agazzi

A Case Study of Parent–Child Interaction Therapy for the Treatment of Autism Spectrum Disorder

Comorbid disruptive behavior disorders occur in up to 80% of children with Autism Spectrum Disorder (ASD). Children with ASD often present as inattentive, noncompliant, and aggressive, making it difficult for them to engage in learning and social activities across settings. Parents and school staff report spending excessive time managing disruptive behaviors at the expense of engaging these children in meaningful skill development. Identifying effective interventions to decrease disruptive behaviors and increase positive skill development is of critical importance to improving outcomes for children with ASD. This case study presents the effectiveness of Parent–Child Interaction Therapy, an evidence-based intervention for young children with disruptive behavior, for addressing behavioral problems in a 7-year-old boy with ASD. Results suggested improvements in child compliance and decrease in disruptive behaviors. Further, parents increased their use of positive parenting strategies, including giving effective commands all of which serve to improve the parent–child relationship. Treatment implications for working with young children with ASD are discussed.

Combining Parent–Child Interaction Therapy and Visual Supports for the Treatment of Challenging Behavior in a Child With Autism and Intellectual Disabilities and Comorbid Epilepsy

About one in six children has one or more developmental disabilities, which include autism spectrum disorder (ASD) and intellectual disabilities (ID). Individuals with both ASD and ID are at higher risk of epilepsy, and those with younger onset of seizures are at higher risk of both developmental and behavioral disorders. Young children presenting with developmental and behavioral challenges are often very difficult for caregivers to manage, and challenging behavior results in reduced learning opportunities. Finding effective and efficient interventions to address behavioral issues remains a clinical priority to improve overall outcomes for all children and especially those with developmental disabilities. This case study presents the treatment of a 5-year-old girl diagnosed with ASD, ID, and comorbid epilepsy using Parent–Child Interaction Therapy (PCIT) combined with visual supports (VS). Findings from this case report documented (a) an improvement in behavioral functioning in home, school, and community settings; (b) evidence for the effectiveness of parent-mediated intervention; and (c) support for collaboration and care coordination to improve intervention outcomes.

Adaptation of a behavioral parent‐training curriculum for Hispanic caregivers: HOT DOCS Español

This article presents the process utilized to adapt a behavioral parent-training curriculum for Hispanic caregivers from a program currently available in English. Throughout this process, a number of cultural and language elements were identified as needing to be modified to meet the needs of the Hispanic population served. Fidelity and fit were balanced to develop a curriculum acceptable to diverse Hispanic caregivers while also incorporating all the essential elements of a theory-based approach to training caregivers. The lessons learned from this adaptation may assist others in their attempts to meet the needs of Hispanic families.

Attendance and implementation of strategies in a behavioral parent-training program: comparisons between English and Español programs.

Low levels of attendance and implementation of strategies in behavioral parent-training programs may limit their impact. The purpose of this study was to examine attendance and implementation across a behavioral parent-training program delivered in English and Español. Participants included parents (n = 739) of young children who attended a behavioral parent-training program. The mean number of sessions attended for the entire sample was 4.46 (SD = 1.66, range = 1-6) of six sessions, and the mean number of strategies implemented was 17.66 (SD = 11.43, range = 0-35) of a possible 35. There were no significant differences across the number of sessions attended among the participants in the English (M = 4.45) and Español versions (M = 4.48) of the course, t(737) = -0.20, p = .85. There also were no significant differences between the English (M = 17.97) and Español (M = 16.87) versions for the number of Tip Trackers completed, t(737) = 1.18, p = .24. Only child diagnosis predicted parent attendance in the English group. Implications for research and practice are discussed.

The Implementation of Parent–Child Interaction Therapy for the Treatment of Tourette Syndrome and Disruptive Behavior

A diagnosis of Tourette syndrome (TS) can confer a plethora of negative outcomes including impaired psychosocial functioning, academic difficulties, disruptive behavior, and mood dysregulation. Further, children diagnosed with TS can engender immense amounts of burden and stress experienced by their caregivers which can put strain and tension on the parent–child relationship. Uncovering efficacious treatments for improving the quality of life for children diagnosed with TS and their families represents both a great challenge as well as a chief concern for professionals working with this population. The present case study describes the provision of parent–child interaction therapy for addressing behavioral problems in a 5-year-old boy diagnosed with TS. Results suggest improvements in child compliance, decreases in disruptive behaviors, and decreases in certain symptomatology associated with TS. Treatment implications for working with youth with TS are described in detail.

Parent-Child Interaction Therapy and ADHD: A Case Study With a Hearing Child of a Deaf Father and a Hearing Mother

ABSTRACT Parent-Child Interaction Therapy (PCIT) has demonstrated promising evidence in its implementation with deaf and hard-of-hearing (DHH) families. This case study presents the implementation of PCIT with a hearing mother, a deaf father, and their 7-year-old hearing son with Attention-Deficit/Hyperactivity Disorder (ADHD) and oppositional behaviors, using the assistance of certified interpreters. Results documented improvement in child behavior, parenting skills and stress, and parent-child communication. Notably, paternal ratings showed greater improvement across these outcomes than maternal ratings. Overall, PCIT continues to demonstrate its effectiveness as a treatment option for DHH families with children with challenging behaviors. The limitations and implications are discussed.

Does Parent-Child Interaction Therapy Reduce Maternal Stress, Anxiety, and Depression Among Mothers of Children with Autism Spectrum Disorder?

ABSTRACT Maternal stress, anxiety, and depression are associated with ineffective parenting strategies for families of children with Autism Spectrum Disorders (ASD). We present the use of Parent-Child Interaction Therapy (PCIT) with three mother-child dyads to reduce maternal stress, anxiety, and depression and child disruptive behavior in children with ASD. Results included increases in positive parenting skills, and decreases in maternal anxiety, depression, and stress, as well as child behavior problems. PCIT is a promising alternative to more intensive and costly interventions, both at reducing disruptive behaviors and improving maternal health. Implications of PCIT for dyads affected by ASD are discussed.

The Bayley-III Cognitive Scale

Publisher Summary The Bayley Scales of Infant and Toddler Development, Third Edition is an individually administered instrument designed to assess the developmental functioning of infants, toddlers, and young children aged between 1 and 42 months. The Bayley-III provides coverage of the following five domains: cognitive, language, motor, adaptive, and social-emotional development. These domains are emphasized in the Individuals with Disabilities Educational Improvement Act of 2004 IDEA 2004 as critical to the comprehensive assessment of young children, as they are key in documenting delays and are pertinent to informing response to intervention efforts. Historically, the Bayley Scales have been viewed as the gold standard assessment tool for assessment and research with infants and toddlers. Thus, this revision can be expected to continue to provide valuable information about young childrens developmental status. This chapter discusses the clinical administration and interpretation of the Bayley-III, outlines its strengths and weaknesses, and provides a case study that highlights its use with a toddler who displays developmental delays.