Sim Yin Tan

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.

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10‐YEAR FOLLOW‐UP STUDY ON PREDICTED PERSONNEL SHORTAGES

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.

Development and Initial Validation of a Scale Measuring the Beliefs of Educators Regarding Response to Intervention

This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary schools in the fall of 2007 and 2,443 educators in 68 elementary schools in the spring of 2008. Exploratory, single-level confirmatory, and multilevel confirmatory factor analysis procedures were used to examine construct validity. Results supported a correlated 3-factor model (Academic Abilities and Performance of Students with Disabilities, Data-Based Decision Making, and Functions of Core and Supplemental Instruction) at both the school and educator levels of analysis. Furthermore, the factor scores derived from the model demonstrated significant, positive relations to RTI implementation. Reliability estimates for two of the three factor scores exceeded.70. Implications for research on educator beliefs and implementation of RTI as well as implications for school psychologists supporting RTI implementation are discussed.

Health-related quality of life and mental health indicators in adolescents with HIV compared to a community sample in the Southeastern US

ABSTRACT Although many studies have investigated the impact of HIV on cognitive, physical, academic, and psychosocial functioning, little is known about the self-perception of health-related quality of life (HRQOL), subjective well-being (SWB), social-emotional well-being, and psychopathology risks of adolescents with HIV. This study aimed to address gaps in the literature by exploring the psychosocial outcomes of adolescents with HIV from a strength-based assessment approach, as opposed to a traditional deficit-based approach. Specifically, we explored the relationship between HRQOL, SWB, social-emotional strengths, and psychopathology symptoms to develop a more comprehensive understanding of the physical and psychological well-being of adolescents with HIV (n = 42) compared to a community-based sample (n = 42) in the Southeastern US. Participants completed self-report measures, and data were analyzed for significant correlations, group differences between adolescents with HIV and a community-based sample, and social-emotional predictors of physical functioning and SWB. For adolescents with HIV, several HRQOL indicators were positively correlated with life satisfaction and social-emotional strengths indicators and negatively correlated with negative affect and psychopathology symptoms. Additionally, there was a significant main effect of parents’ marital status on participants’ perceptions of their social functioning and psychopathology symptoms. When differences in parents’ marital status were controlled for, the overall mean ratings of participants’ HRQOL, SWB, social-emotional strengths, and psychopathology risks did not significantly differ between groups. Furthermore, parents’ marital status and self-rated empathy skills significantly predicted physical functioning of adolescents with HIV, but no significant or meaningful variables were found to predict their SWB. These findings highlight the need for further research on the use of a comprehensive assessment framework to enhance our understanding of the overall well-being of adolescents with HIV.

Screening for depression among youth with HIV in an integrated care setting

ABSTRACT Youth living with HIV (YLWH) are at risk for depression. Depressive symptoms can impact treatment engagement, health outcomes, and quality of life. Early identification of symptoms can guide treatment planning. This study aimed to identify trends in depressive symptoms for YLWH in a specialty-care clinic and follow-up clinical treatment procedures. An archival review of a clinical database provided depression screening information for a sample of 130 YLWH between 11 and 25 years old in the southeastern United States. Findings indicated that approximately 24% of the sample screened positive for depression-risk. Most commonly endorsed symptoms included fatigue (54.3%) and sleep difficulties (48.5%). Depressive symptoms did not differ significantly by age, gender, race, ethnicity, or sexual orientation. Youth who acquired HIV behaviorally were more likely to endorse the critical item (i.e., self-harm and/or suicidal ideation) than youth who acquired HIV perinatally. Forty-percent of the sample (i.e., 51 youth) had a follow-up treatment plan. YLWH who endorsed the critical item were more likely to receive follow-up action when compared to those who did not endorse the item. Despite limitations of the study, findings have important implications for clinical care and future research.

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.

Personnel Projections in School Psychology: A 10-Year Follow-Up to the Predicted Personnel Shortage

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10-YEAR FOLLOW-UP STUDY ON PREDICTED PERSONNEL SHORTAGES: Personnel Needs in School Psychology

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.