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Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum

  • Adapts Parent-Child Interaction Therapy (PCIT) for children with autism and their families

  • Examines PCIT as an intervention for comorbidities (e.g., defiance, hyperactivity, aggression) in children with autism

  • Describes applications of ABA and details targeted behaviors (e.g., language training, self-stimulation)

  • Explores common treatments for children with ASD and details outcomes associated with these interventions

Buying options

eBook USD 389.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-03213-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 499.99
Price excludes VAT (USA)

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Table of contents (40 chapters)

  1. Front Matter

    Pages i-xxvi
  2. Conceptual Foundations of Evidence-Based Approaches for Autism Spectrum Disorder

    1. Front Matter

      Pages 1-1
    2. What Is Autism Spectrum Disorder?

      • Hannah Rea, Krysta LaMotte, T. Lindsey Burrell
      Pages 3-26
    3. Applied Behavior Analysis: Foundations and Applications

      • Stephanie M. Peterson, Cody Morris, Kathryn M. Kestner, Shawn P. Quigley, Elian Aljadeff-Abergel, Dana B. Goetz
      Pages 27-40
    4. Evidence-Based Models of Treatment

      • Regina A. Carroll, Tiffany Kodak
      Pages 41-53
    5. Measuring the Effects of Medication for Individuals with Autism

      • Jennifer Zarcone, Annette Griffith, Chrystal Jansz Rieken
      Pages 71-86
    6. Unsubstantiated Interventions for Autism Spectrum Disorder

      • Yannick A. Schenk, Ryan J. Martin, Whitney L. Kleinert, Shawn P. Quigley, Serra R. Langone
      Pages 87-106
  3. Evidence-Based Approaches to Treating Core and Associated Deficits of Autism Spectrum Disorder

    1. Front Matter

      Pages 107-107
    2. Behavioral Approaches to Language Training for Individuals with Autism Spectrum Disorder

      • Jason C. Vladescu, Samantha L. Breeman, Kathleen E. Marano, Jacqueline N. Carrow, Alexandra M. Campanaro, April N. Kisamore
      Pages 109-127
    3. Behavior Analytic Perspectives on Teaching Complex Social Behavior to Children with Autism Spectrum Disorder

      • April N. Kisamore, Lauren K. Schnell, Lauren A. Goodwyn, Jacqueline N. Carrow, Catherine Taylor-Santa, Jason C. Vladescu
      Pages 129-146
    4. Functional Analysis and Challenging Behavior

      • Kathryn M. Kestner, Claire C. St. Peter
      Pages 169-187
  4. Parent–Child Interaction Therapy (PCIT) and Autism Spectrum Disorder: Theory and Research

    1. Front Matter

      Pages 217-217
    2. A Clinical Description of Parent-Child Interaction Therapy

      • Paul Shawler, Beverly Funderburk
      Pages 237-250
    3. PCIT: Summary of 40 Years of Research

      • Laurel A. Brabson, Carrie B. Jackson, Brittany K. Liebsack, Amy D. Herschell
      Pages 251-275
    4. Theoretical Basis for Parent-Child Interaction Therapy with Autism Spectrum Disorder

      • Desireé N. Williford, Corey C. Lieneman, Cassandra R. Drain, Cheryl B. McNeil
      Pages 277-296
    5. Parent-Child Interaction Therapy with Children on the Autism Spectrum: A Narrative Review

      • Christopher K. Owen, Jocelyn Stokes, Ria Travers, Mary M. Ruckle, Corey Lieneman
      Pages 297-319

About this book

This handbook offers a theoretical foundation for the adaptation of Parent-Child Interaction Therapy (PCIT) for children with autism spectrum disorder (ASD) and their families. The volume examines current treatments for children with ASD and provides a rationale for why PCIT is considered a strong option to address many of the concerns found within this population of children and families. It presents an overview of PCIT theory, the goals of PCIT, the unique aspects of the treatment, and the exceptional outcomes. The handbook demonstrates the versatility of PCIT in conjunction with standard science-based therapies in addressing specific behavioral problems in this young population. Chapters provide a theoretical basis for PCIT, the empirical evidence for its efficacy, clinical considerations, and training issues. Chapters also offer a selection of case studies that help illustrate how PCIT has been successful in treating children with autism. The handbook concludes by identifying the gaps that need to be addressed by future research.

Topics featured in the Handbook include:

  • A clinical description of Parent-Child Interaction Therapy. 
  • The effects of medication for individuals with ASD.
  • The importance of parent-child interactions in social communication and development.
  • Teaching complex social behavior to children with ASD.
  • Internet-delivered PCIT (I-PCIT) for children with autism.
  • Child-Directed Interaction treatments for children with ASD.
  • Parent-Directed Interaction treatments for children on the autism spectrum.

The Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum is a must-have resource for researchers, professors, clinicians/practitioners/therapists, and graduate students across many interrelated disciplines, including child and school psychology, behavioral therapy, social work, child and adolescent psychiatry, pediatrics, and family studies as well as occupational therapy, physical therapy, behavior analysis, and speech therapy.

Keywords

  • Applied Behavior Analysis and ASD
  • Child-directed interaction and autism
  • Discipline, autism, and PCIT
  • DSM-5 and autism spectrum disorder
  • Early intensive behavior intervention
  • Early Start Denver Model
  • Functional analysis and challenging behaviors in children
  • Language development, autism, and PCIT
  • Lovaas Model, EIBI
  • Parent-child relationship and ASD
  • Parent-directed interaction and autism
  • PCIT and disruptive behaviors
  • PCIT clinical applications for children with autism
  • Pivotal Response Training
  • Pharmacological treatments and children with autism
  • Self-stimulation, autism, and PCIT
  • Severe problem behaviors and PCIT
  • Social skills training and children with autism
  • TEACHH intervention
  • Treatment of Autistic & Communication Handicapped Children

Editors and Affiliations

  • Department of Psychology, West Virginia University, Morgantown, USA

    Cheryl Bodiford McNeil, Lauren Borduin Quetsch

  • National Autism Center, May Institute, Randolph, USA

    Cynthia M. Anderson

About the editors

Cheryl Bodiford McNeil, Ph.D, is a Professor of Psychology in the Clinical Child program at West Virginia University. Her clinical and research interests are focused on program development and evaluation, specifically with regard to adapting treatments and managing disruptive behaviors of young children in both the home and school settings. Dr. McNeil has co-authored several books (e.g., Parent-Child Interaction Therapy, Second Edition, Short-Term Play Therapy for Disruptive Children, Parent-Child Interaction Therapy with Toddlers: Improving Attachment and Emotion Regulation), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has a line of research studies examining the efficacy of Parent-Child Interaction Therapy and Teacher-Child Interaction Training across a variety of settings and populations, including more than 100 research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. Dr. McNeil is a master trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries, including Norway, New Zealand, Australia, Taiwan, Hong Kong, and South Korea.

Lauren Borduin Quetsch, M.S., will complete her doctoral degree in the Clinical Child Psychology program at West Virginia University in 2019 under the mentorship of Dr. Cheryl B. McNeil. Mrs. Quetsch’s research interests include the dissemination and implementation of evidence-based treatments (EBTs) in community settings as well as the adaptation of EBTs for young children with severe behavioral problems. As a research associate at West Virginia University, Mrs. Quetsch already has more than 20 publications and plans to continue in a research-focused faculty position after graduating from West Virginia University and completing her internship. 

Cynthia M. Anderson, Ph.D., BCBA-D., is the Senior Vice President of Applied Behavior Analysis for the May Institute. She holds a joint appointment as the Director of the May Institute’s National Autism Center. Dr. Anderson provides consultation and support to clinical staff supporting individuals exhibiting challenging behavior such as self-injury, aggression, and property destruction. In addition, she also promotes research in and dissemination of evidence-based practices through the National Autism Center. Dr. Anderson received her Ph.D. in Clinical-Child Psychology from West Virginia University. She is a licensed psychologist and a Board Certified Behavior Analyst at the doctoral level. Dr. Anderson currently serves as the Applied Representative on the Executive Council of the Association for Behavioral Analysis International, and is the Representative at Large for Division 25 of the American Psychological Association. She has provided editorial support to numerous journals including serving as Associate Editor for School Psychology Review and Journal of Behavioral Education, and on the editorial boards of Journal of Applied Behavior Analysis, The Behavior Analyst, and other journals.


Bibliographic Information

  • Book Title: Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum

  • Editors: Cheryl Bodiford McNeil, Lauren Borduin Quetsch, Cynthia M. Anderson

  • DOI: https://doi.org/10.1007/978-3-030-03213-5

  • Publisher: Springer Cham

  • eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)

  • Copyright Information: Springer Nature Switzerland AG 2018

  • Hardcover ISBN: 978-3-030-03212-8

  • eBook ISBN: 978-3-030-03213-5

  • Edition Number: 1

  • Number of Pages: XXVI, 761

  • Number of Illustrations: 46 b/w illustrations, 38 illustrations in colour

  • Topics: School Psychology, Therapeutics, Social Work

Buying options

eBook USD 389.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-03213-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 499.99
Price excludes VAT (USA)