Advertisement

Lessons Learned from the Application of Parent-Child Interaction Therapy with Children with Autism Spectrum Disorder

  • Heather AgazziEmail author
  • Kimberly Knap
  • Sim Yin Tan
  • Kathleen Armstrong
Chapter

Abstract

Given the increasing prevalence of autism spectrum disorders (ASD) in children and its high rate of comorbid disruptive behavior symptoms, there has been a surging demand for evidence-based behavioral interventions with this population. While applied behavioral analysis (ABA) has been the first-line treatment for ASD, other behavioral interventions such as parent-child interaction therapy (PCIT) have gained clinical and research interest due to its promising findings and emphasis on parent involvement. This chapter describes the rationale for the application of PCIT to address challenging behaviors in children with ASD utilizing our clinical experiences and case study research conducted in a university-based PCIT clinic. The chapter also presents the clinical challenges we have encountered and treatment adaptations we have used to meet the unique needs of children with ASD and their families. Through various case examples, we discuss lessons learned, clinical considerations, and recommendations in hopes to further promote research and implementation of PCIT with children with ASD.

Keywords

Autism spectrum disorder (ASD) Parent-Child Interaction Therapy (PCIT) behavior problems adaptations clinical case 

References

  1. Agazzi, H., Tan, R., & Tan, S. Y. (2013). A case study of parent-child interaction therapy for the treatment of autism spectrum disorder. Clinical Case Studies, 12, 428–442.CrossRefGoogle Scholar
  2. Agazzi, H., Tan, S. Y., Ogg, J., Armstrong, K., & Kirby, R. (in press). Does Parent-Child Interaction Therapy reduce maternal stress, anxiety and depression among mothers of children with autism spectrum disorder? Child and Family Behavior Therapy.Google Scholar
  3. Armstrong, K., DeLoatche, K. J., Preece, K. K., & Agazzi, H. (2015). 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. Clinical Case Studies, 14(1), 3–14. https://doi.org/10.1177/1534650114531451 CrossRefGoogle Scholar
  4. Armstrong, K., & Kimonis, E. R. (2013). Parent-child interaction therapy for the treatment of Asperger's disorder in early childhood: A case study. Clinical Case Studies, 12, 60–72.CrossRefGoogle Scholar
  5. Ashburner, J., Ziviani, J., & Rodger, S. (2010). Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18–27. https://doi.org/10.1016/j.rasd.2009.07.002 CrossRefGoogle Scholar
  6. Bagner, D. M., & Eyberg, S. M. (2007). Parent-child interaction therapy for disruptive behavior in children with mental retardation: A randomized controlled trial. Journal of Clinical Child and Adolescent Psychology, 36(3), 418–429.CrossRefGoogle Scholar
  7. Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum.Google Scholar
  8. Burrell, T. L., & Borrego, J. (2012). Parents' involvement in ASD treatment: What is their role? Cognitive and Behavioral Practice, 19(3), 423–432. https://doi.org/10.1016/j.cbpra.2011.04.003 CrossRefGoogle Scholar
  9. Carr, E. G., Dunlap, G., Horner, R. H., Koegel, R. L., Turnbull, A. P., Sailor, W., … Fox, L. (2002). Positive behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 4(1), 4–16.CrossRefGoogle Scholar
  10. Centers for Disease Control and Prevention [CDC]. (2018). Prevalence of autism spectrum disorder among children aged 8 years – Autism and developmental disabilities monitoring network, 11 sites, United States, 2014. Morbidity and Mortality Weekly Report Surveillance Summaries, 67(6), 1–23.Google Scholar
  11. Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 6(4), 238–250. https://doi.org/10.1177/10983007040060040501 CrossRefGoogle Scholar
  12. Dixon, D. R., Kurtz, P. F., & Chin, M. D. (2008). A systematic review of challenging behaviors in children exposed prenatally to substances of abuse. Research in Developmental Disabilities, 29(6), 483–502. https://doi.org/10.1016/j.ridd.2007.05.006 CrossRefPubMedGoogle Scholar
  13. Escalona, A., Field, T., Nadel, J., & Lundy, B. (2002). Brief report: Imitation effects on children with autism. Journal of Autism and Developmental Disorders, 32(2), 141–144.CrossRefGoogle Scholar
  14. Estes, A., Munson, J., Dawson, G., Koehler, E., Zhou, X. H., & Abbott, R. (2009). Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism, 13(4), 375–387. https://doi.org/10.1177/1362361309105658 CrossRefPubMedPubMedCentralGoogle Scholar
  15. Eyberg, S. M. (1988). Parent-child interaction therapy: Integration of traditional and behavioral concerns. Child and Family Behavior Therapy, 10, 33–46.CrossRefGoogle Scholar
  16. Eyberg, S. M. (2005). Tailoring and adapting parent-child interaction therapy to new populations. Education and Treatment of Children, 28, 197–201.Google Scholar
  17. Eyberg, S. M., Boggs, S. R., & Algina, J. (1995). Parent-child interaction therapy: Psychosocial model for the treatment of young children with conduct problem behavior and their families. Psychopharmacology Bulletin, 31(1), 83–91.PubMedGoogle Scholar
  18. Eyberg, S. M., Chase, R. M., Fernandez, M. A., & Nelson, M. M. (2014). Dyadic parent-child interaction coding system (DPICS) clinical manual (4th ed.). Gainesville, FL: PCIT International.Google Scholar
  19. Eyberg, S. M., Funderburk, B. W., Hembree-Kigin, T. L., McNeil, C. B., Querido, J. G., & Hood, K. K. (2001). Parent-child interaction therapy with behavior problem children: One and two year maintenance of treatment effects in the family. Child and Family Behavior Therapy, 23(4), 1–20.CrossRefGoogle Scholar
  20. Funderburk, B. W., Eyberg, S. M., Newcomb, K., McNeil, C. B., Hembree-Kigin, T., & Capage, L. (1998). Parent-child interaction therapy with behavior problem children: Maintenance of treatment effects in the school setting. Child and Family Behavior Therapy, 20(2), 17–38.CrossRefGoogle Scholar
  21. Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J. P. (2017). Child-directed interaction training for young children with autism spectrum disorders: Parent and child outcomes. Journal of Clinical Child and Adolescent Psychology, 46(1), 101–109. https://doi.org/10.1080/15374416.2015.1015135 CrossRefPubMedGoogle Scholar
  22. Hatamzadeh, A., Pouretemad, H., & Hassanabadi, H. (2010). The effectiveness of parent-child interaction therapy for children with high functioning autism. Procedia Social and Behavioral Sciences, 5, 994–997. https://doi.org/10.1016/j.sbspro.2010.07.224 CrossRefGoogle Scholar
  23. Hayes, S. A., & Watson, S. L. (2013). The impact of parenting stress: A meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(3), 629–642. https://doi.org/10.1007/s10803-012-1604-y CrossRefPubMedGoogle Scholar
  24. Hembree-Kigin, T. L., & McNeil, C. B. (1995). Parent–child interaction therapy. New York, NY: Springer.CrossRefGoogle Scholar
  25. Holden, B., & Gitlesen, J. (2006). A total population study of challenging behaviour in the county of Hedmark, Norway: Prevalence, and risk markers. Research in Developmental Disabilities, 27(4), 456–465. https://doi.org/10.1016/j.ridd.2005.06.001 CrossRefPubMedGoogle Scholar
  26. Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32(5), 423–446. https://doi.org/10.1023/A:1020593922901 CrossRefPubMedPubMedCentralGoogle Scholar
  27. Johnston, S. S., McDonnell, A. P., Nelson, C., & Magnavito, A. (2003). Teaching functional communication skills using augmentative and alternative communication in inclusive settings. Journal of Early Intervention, 25(4), 263–280. https://doi.org/10.1177/105381510302500403 CrossRefGoogle Scholar
  28. Kaat, A. J., & Lecavalier, L. (2013). Disruptive behavior disorders in children and adolescents with autism spectrum disorders: A review of the prevalence, presentation, and treatment. Research in Autism Spectrum Disorders, 7(12), 1579–1594. https://doi.org/10.1016/j.rasd.2013.08.012 CrossRefGoogle Scholar
  29. Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic childrens’ social-behavior. Journal of Applied Behavior Analysis, 20(3), 243–252. https://doi.org/10.1901/jaba.1987.20-243 CrossRefPubMedPubMedCentralGoogle Scholar
  30. Lesack, R., Bearss, K., Celano, M., & Sharp, W. (2014). Parent-child interaction therapy and autism spectrum disorder: Adaptations with a child with severe developmental delays. Clinical Practice in Pediatric Psychology, 2(1), 68–82.CrossRefGoogle Scholar
  31. Mandell, D. S., Walrath, C. M., Manteuffel, B., Sgro, G., & Pinto-Martin, J. (2005). Characteristics of children with autistic spectrum disorders served in comprehensive community-based mental health settings. Journal of Autism and Developmental Disorders, 35(3), 313–321. https://doi.org/10.1007/s10803-005-3296-z CrossRefPubMedGoogle Scholar
  32. Masse, J. J., McNeil, C. B., Wagner, M., & Chorney, D. B. (2007). Parent-child interaction therapy and high functioning autism: A conceptual overview. Journal of Early and Intensive Behavior Intervention, 4, 714–735.CrossRefGoogle Scholar
  33. Masse, J. J., McNeil, C. B., Wagner, S., & Quetsch, L. B. (2016). Examining the efficacy of parent-child interaction therapy with children on the autism spectrum. Journal of Child and Family Studies, 25(8), 2508–2525. https://doi.org/10.1007/s10826-016-0424-7 CrossRefGoogle Scholar
  34. Matson, J. L., Wilkins, J., & Macken, J. (2008). The relationship of challenging behaviors to severity and symptoms of autism spectrum disorders. Journal of Mental Health Research in Intellectual Disabilities, 2(1), 29–44. https://doi.org/10.1080/19315860802611415 CrossRefGoogle Scholar
  35. McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13(1), 120–129. https://doi.org/10.1111/j.1365-2753.2006.00674.x CrossRefPubMedGoogle Scholar
  36. Murphy, G. H., Beadle-Brown, J., Wing, L., Gould, J., Shah, A., & Holmes, N. (2005). Chronicity of challenging behaviours in people with severe intellectual disabilities and/or autism: A total population sample. Journal of Autism and Developmental Disorders, 35(4), 405–418. https://doi.org/10.1007/s10803-005-5030-2 CrossRefPubMedGoogle Scholar
  37. National Autism Center. (2015). Findings and conclusions: National standards project phase 2. Randolph, MA: Author Retrieved from http://www.nationalautismcenter.org/national-standards-project/phase-2/ Google Scholar
  38. National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.Google Scholar
  39. Nicholas, J. S., Charles, J. M., Carpenter, L. A., King, L. B., Jenner, W., & Spratt, E. G. (2008). Prevalence and characteristics of children with autism-spectrum disorders. Annals of Epidemiology, 18(2), 130–136. https://doi.org/10.1016/i.annepidem.2007.10.013 CrossRefPubMedGoogle Scholar
  40. Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27(3), 471–481. https://doi.org/10.1901/jaba.1994.27-471 CrossRefPubMedPubMedCentralGoogle Scholar
  41. Schieve, L. A., Tian, L. H., Baio, J., Rankin, K., Rosenberg, D., Wiggins, L., … Devine, O. (2014). Population attributable fractions for three perinatal risk factors for autism spectrum disorders, 2002 and 2008 autism and developmental disabilities monitoring network. Annals of Epidemiology, 24(4), 260–266. https://doi.org/10.1016/j.annepidem.2013.12.014 CrossRefPubMedPubMedCentralGoogle Scholar
  42. Sofronoff, K., & Farbotko, M. (2002). The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger syndrome. Autism, 6(3), 271–286. https://doi.org/10.1177/1362361302006003005 CrossRefPubMedGoogle Scholar
  43. Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. (2008). The effectiveness of parent-child interaction therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38(9), 1767–1776. https://doi.org/10.1007/s10803-008-0567-5 CrossRefPubMedPubMedCentralGoogle Scholar
  44. Teach children with autism in everyday settings for the most positive outcomes. (2012, November). The preview: Disabilities. Baltimore, MD: Brookes Publishing. Retrieved from http://archive.brookespublishing.com/articles/dd-article-1112.htm
  45. Tempel, A., M. Wagner, S., & McNeil, C. (2009). Parent-child interaction therapy and language facilitation: The role of parent-training on language Development (Vol. 3).CrossRefGoogle Scholar
  46. Zlomke, K. R., Jeter, K., & Murphy, J. (2017). Open-trial pilot of parent-child interaction therapy for children with autism spectrum disorder. Child and Family Behavior Therapy, 39(1), 1–18. https://doi.org/10.1080/07317107.2016.1267999 CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Heather Agazzi
    • 1
    Email author
  • Kimberly Knap
    • 1
  • Sim Yin Tan
    • 1
  • Kathleen Armstrong
    • 1
  1. 1.University of South Florida Morsani College of MedicineTampaUSA

Personalised recommendations