Pub Date : 2021-03-23DOI: 10.1080/07317107.2021.1895415
J. Koudys, A. Perry, H. Ho, Meisha Charles
Abstract Many youth diagnosed with autism spectrum disorder (ASD) experience comorbid mental health issues. However, treatment history is rarely reported in these samples making it impossible to determine whether there is any relation between treatment history and later mental health functioning. Further, studies that report on outcomes of early intensive behavioural intervention (EIBI) rarely report long-term outcomes or mental health outcomes. This means that very little is known about the mental health status of children who previously received EIBI. This brief report describes the mental health profiles of 12 youth diagnosed with ASD who previously received EIBI, including measures of internalizing and externalizing disorders, and specific anxiety symptoms. The majority of participants (approximately 70%) were not experiencing significant mental health difficulties (reported by youth, parents and teachers). However, group mean scores for internalizing difficulties were significantly worse than those of the normative sample (reported by parents and teachers).
{"title":"Mental Health Status of Youth Diagnosed With ASD Who Received Early Intensive Behavioral Intervention as Young Children","authors":"J. Koudys, A. Perry, H. Ho, Meisha Charles","doi":"10.1080/07317107.2021.1895415","DOIUrl":"https://doi.org/10.1080/07317107.2021.1895415","url":null,"abstract":"Abstract Many youth diagnosed with autism spectrum disorder (ASD) experience comorbid mental health issues. However, treatment history is rarely reported in these samples making it impossible to determine whether there is any relation between treatment history and later mental health functioning. Further, studies that report on outcomes of early intensive behavioural intervention (EIBI) rarely report long-term outcomes or mental health outcomes. This means that very little is known about the mental health status of children who previously received EIBI. This brief report describes the mental health profiles of 12 youth diagnosed with ASD who previously received EIBI, including measures of internalizing and externalizing disorders, and specific anxiety symptoms. The majority of participants (approximately 70%) were not experiencing significant mental health difficulties (reported by youth, parents and teachers). However, group mean scores for internalizing difficulties were significantly worse than those of the normative sample (reported by parents and teachers).","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"12 1","pages":"103 - 113"},"PeriodicalIF":0.5,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80203287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-21DOI: 10.1080/07317107.2021.1895412
Karel Pančocha, Sheri Kingsdorf
Abstract Parental involvement is a cornerstone of success in supporting children with behavioral differences. However, having professionals provide intensive training to all parents in need of assistance is unattainable in many areas. The pyramidal parent training approach, where parents train other parents after first being trained by experts, supports generalization, collaboration, and makes training accessible in places where professional services are not available. A literature review was conducted to determine the scope of research on pyramidal parent training for families with children with ASD or another developmental disability. Eight relevant articles and one thesis were found. This research synthesized their training components, settings, foci, participants, designs, outcomes, social validity, and cultural responsiveness. Despite the many differences between the studies, two distinct forms of pyramidal parent training were identified: (1) Parent Training within a Family and (2) Parent Training among Families. The results show that regardless of the model, parent participants increased their skill acquisition to a similar degree whether trained by a professional or another parent. However, limited data were presented on the changes in the children’s behaviors and shortcomings were found in the areas of outcomes, generalization, maintenance, and cultural responsiveness.
{"title":"A Review of the Components, Outcomes, and Cultural Responsiveness of the Pyramidal Parent Training Literature","authors":"Karel Pančocha, Sheri Kingsdorf","doi":"10.1080/07317107.2021.1895412","DOIUrl":"https://doi.org/10.1080/07317107.2021.1895412","url":null,"abstract":"Abstract Parental involvement is a cornerstone of success in supporting children with behavioral differences. However, having professionals provide intensive training to all parents in need of assistance is unattainable in many areas. The pyramidal parent training approach, where parents train other parents after first being trained by experts, supports generalization, collaboration, and makes training accessible in places where professional services are not available. A literature review was conducted to determine the scope of research on pyramidal parent training for families with children with ASD or another developmental disability. Eight relevant articles and one thesis were found. This research synthesized their training components, settings, foci, participants, designs, outcomes, social validity, and cultural responsiveness. Despite the many differences between the studies, two distinct forms of pyramidal parent training were identified: (1) Parent Training within a Family and (2) Parent Training among Families. The results show that regardless of the model, parent participants increased their skill acquisition to a similar degree whether trained by a professional or another parent. However, limited data were presented on the changes in the children’s behaviors and shortcomings were found in the areas of outcomes, generalization, maintenance, and cultural responsiveness.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"28 1","pages":"55 - 85"},"PeriodicalIF":0.5,"publicationDate":"2021-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86475145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-13DOI: 10.1080/07317107.2021.1894719
Sarah K. Ura, Ching-Yi Liao, J. Ganz, Kaitlyn Stein, S. Clark
Abstract A pilot program investigated the effect of a parent-coaching intervention using naturalistic instruction with 41 parents of children (ages 2–18) with autism spectrum disorder (ASD) on social communication skills. Using a one-group pretest-posttest design, parents reported on ASD symptoms prior to and directly following a 12-week telehealth intervention, where parents implemented behavior strategies with the support of a coach. Results suggested a significant change in skill domains directly corresponding to social communication targets (Cohen’s d = .49), as well as skills not targeted (e.g., behavioral rigidity). Discussion of findings as indicative of true changes in social communication versus parent perception of improvements in child’s skills, future research targets, and study limitations provided.
摘要本研究以41名2-18岁自闭症谱系障碍(ASD)患儿家长为研究对象，研究了自然主义教学对其社交技能的影响。采用一组前测后测设计，父母在进行为期12周的远程医疗干预之前和之后报告ASD症状，在远程医疗干预中，父母在教练的支持下实施行为策略。结果表明，与社交目标直接对应的技能领域(Cohen’s d = .49)以及非目标技能(例如，行为僵化)发生了显著变化。讨论社会沟通的真正变化与父母对儿童技能提高的看法，未来的研究目标和研究局限性。
{"title":"Parent-Coaching Telehealth Intervention for Youth with Autism Spectrum Disorder: A Pilot Program","authors":"Sarah K. Ura, Ching-Yi Liao, J. Ganz, Kaitlyn Stein, S. Clark","doi":"10.1080/07317107.2021.1894719","DOIUrl":"https://doi.org/10.1080/07317107.2021.1894719","url":null,"abstract":"Abstract A pilot program investigated the effect of a parent-coaching intervention using naturalistic instruction with 41 parents of children (ages 2–18) with autism spectrum disorder (ASD) on social communication skills. Using a one-group pretest-posttest design, parents reported on ASD symptoms prior to and directly following a 12-week telehealth intervention, where parents implemented behavior strategies with the support of a coach. Results suggested a significant change in skill domains directly corresponding to social communication targets (Cohen’s d = .49), as well as skills not targeted (e.g., behavioral rigidity). Discussion of findings as indicative of true changes in social communication versus parent perception of improvements in child’s skills, future research targets, and study limitations provided.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"6 1","pages":"86 - 102"},"PeriodicalIF":0.5,"publicationDate":"2021-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74618248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-10DOI: 10.1080/07317107.2021.1894712
J. Luiselli, Jill M. Harper, Kerrianne J. Murphy, M. Leach, Katherine P. Luke
Abstract Delayed sleep-onset is a common problem among children and youth with intellectual and developmental disabilities. This case report describes the effects of a faded bedtime intervention on delayed sleep-onset and sleep duration in an adolescent student with autism spectrum disorder (ASD) at a residential-care setting. Faded bedtime consisted of putting him to bed later in the evening following an extended pre-bedtime routine that was based on his average time to sleep-onset recorded during a pre-intervention phase. Faded bedtime was associated with the student falling asleep more rapidly and sleeping longer each night. These outcomes improved further at a two-month follow-up assessment. Compared to previous research, the results suggest that faded bedtime can be effective beyond hospital and family-home settings, when implemented with a fixed (non-adjusting) daily schedule, and without additional intervention procedures.
{"title":"Case Report of Faded Bedtime Intervention on Delayed Sleep-Onset and Sleep Duration in an Adolescent with Autism Spectrum Disorder","authors":"J. Luiselli, Jill M. Harper, Kerrianne J. Murphy, M. Leach, Katherine P. Luke","doi":"10.1080/07317107.2021.1894712","DOIUrl":"https://doi.org/10.1080/07317107.2021.1894712","url":null,"abstract":"Abstract Delayed sleep-onset is a common problem among children and youth with intellectual and developmental disabilities. This case report describes the effects of a faded bedtime intervention on delayed sleep-onset and sleep duration in an adolescent student with autism spectrum disorder (ASD) at a residential-care setting. Faded bedtime consisted of putting him to bed later in the evening following an extended pre-bedtime routine that was based on his average time to sleep-onset recorded during a pre-intervention phase. Faded bedtime was associated with the student falling asleep more rapidly and sleeping longer each night. These outcomes improved further at a two-month follow-up assessment. Compared to previous research, the results suggest that faded bedtime can be effective beyond hospital and family-home settings, when implemented with a fixed (non-adjusting) daily schedule, and without additional intervention procedures.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"20 1","pages":"114 - 122"},"PeriodicalIF":0.5,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74225516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-03DOI: 10.1080/00168890.2020.1848409
Hunter C. King, Zachary A. Bella, Heather L. J. Lewis, Julio Payan, A. Fischer
Abstract The Survey of Rewards for Teens-Revised (SORT-R) was developed amid the introduction of novel, and potentially rewarding, environmental stimuli fueled by technological progression. The presence of new stimuli, on an individual basis, may decrease self-reported preference for existing rewards. This poses an issue for clinicians and caregivers who aim to encourage prosocial behaviors in others through consequent-based behavior programs. The primary purpose of the present study was to evaluate (a) the test-retest reliability of the SORT-R over a two-week period and (b) the internal consistency of the SORT-R. The second purpose was to evaluate the reward preferences of adolescents (N = 55; male: 45%) who attended a STEM-focused high school in the Western United States. Two administrations of the SORT-R took place over a two-week period. Results indicate that the SORT-R was a reliable measure over a two-week period and demonstrated adequate internal consistency across all six domains. Adolescent reward preferences are presented by academic grade and gender. Implications for behavior programs are discussed.
{"title":"The Survey of Rewards for Teens-Revised: A Brief Psychometric Report and Assessment of Reward Preferences in STEM Education","authors":"Hunter C. King, Zachary A. Bella, Heather L. J. Lewis, Julio Payan, A. Fischer","doi":"10.1080/00168890.2020.1848409","DOIUrl":"https://doi.org/10.1080/00168890.2020.1848409","url":null,"abstract":"Abstract The Survey of Rewards for Teens-Revised (SORT-R) was developed amid the introduction of novel, and potentially rewarding, environmental stimuli fueled by technological progression. The presence of new stimuli, on an individual basis, may decrease self-reported preference for existing rewards. This poses an issue for clinicians and caregivers who aim to encourage prosocial behaviors in others through consequent-based behavior programs. The primary purpose of the present study was to evaluate (a) the test-retest reliability of the SORT-R over a two-week period and (b) the internal consistency of the SORT-R. The second purpose was to evaluate the reward preferences of adolescents (N = 55; male: 45%) who attended a STEM-focused high school in the Western United States. Two administrations of the SORT-R took place over a two-week period. Results indicate that the SORT-R was a reliable measure over a two-week period and demonstrated adequate internal consistency across all six domains. Adolescent reward preferences are presented by academic grade and gender. Implications for behavior programs are discussed.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"105 1","pages":"27 - 37"},"PeriodicalIF":0.5,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82096834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-27DOI: 10.1080/00168890.2020.1848404
Renee M. Hartz, Kaitlin M. Gould, Jill M. Harper, J. Luiselli
Abstract This study evaluated training methods to improve procedural integrity of classroom instructorswhen assessing interobserver agreement (IOA) with their students. Compared to baseline conditions in a multiple baseline across settings design, training that included a memo-task analysis review did not improve procedural integrity. Subsequent intervention consisting of single-session group administered behavioral skills training (BST: instruction, demonstration, role-playing, performance feedback) increased and stabilized procedural integrity of all instructors. These findings support previous training research concerned with procedural integrity of care providers and a competency-based approach towards improving IOA assessment.
{"title":"Assessing Interobserver Agreement (IOA) with Procedural Integrity: Evaluation of Training Methods among Classroom Instructors","authors":"Renee M. Hartz, Kaitlin M. Gould, Jill M. Harper, J. Luiselli","doi":"10.1080/00168890.2020.1848404","DOIUrl":"https://doi.org/10.1080/00168890.2020.1848404","url":null,"abstract":"Abstract This study evaluated training methods to improve procedural integrity of classroom instructorswhen assessing interobserver agreement (IOA) with their students. Compared to baseline conditions in a multiple baseline across settings design, training that included a memo-task analysis review did not improve procedural integrity. Subsequent intervention consisting of single-session group administered behavioral skills training (BST: instruction, demonstration, role-playing, performance feedback) increased and stabilized procedural integrity of all instructors. These findings support previous training research concerned with procedural integrity of care providers and a competency-based approach towards improving IOA assessment.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"28 1","pages":"1 - 12"},"PeriodicalIF":0.5,"publicationDate":"2020-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90598493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-25DOI: 10.1080/07317107.2020.1848440
H. Paul
{"title":"Cognitive Therapy with Children and Adolescents: A Casebook for Clinical Practice","authors":"H. Paul","doi":"10.1080/07317107.2020.1848440","DOIUrl":"https://doi.org/10.1080/07317107.2020.1848440","url":null,"abstract":"","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"40 1","pages":"44 - 49"},"PeriodicalIF":0.5,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75070075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-25DOI: 10.1080/00168890.2020.1848407
Cynthia F. DiCarlo, Jennifer J. Baumgartner, Carrie L. Ota, Aaron R. Deris, Mauree H. Brooksher
Abstract Whole group instruction is a part of most early childhood programs. Previous research has identified recommended instructional practices that have been demonstrated to increase attention during whole group instruction. A multiple baseline across teachers was used to measure both teachers’ use of recommended practices and child attention. Results indicated that when teachers increased their use of the recommended practices in whole group instruction, children’s attention increased, and duration of whole group instruction decreased. Results suggest that teacher behaviors can have an effect on child attention.
{"title":"Recommended Practice in Whole-Group Instruction: Increasing Child Attention","authors":"Cynthia F. DiCarlo, Jennifer J. Baumgartner, Carrie L. Ota, Aaron R. Deris, Mauree H. Brooksher","doi":"10.1080/00168890.2020.1848407","DOIUrl":"https://doi.org/10.1080/00168890.2020.1848407","url":null,"abstract":"Abstract Whole group instruction is a part of most early childhood programs. Previous research has identified recommended instructional practices that have been demonstrated to increase attention during whole group instruction. A multiple baseline across teachers was used to measure both teachers’ use of recommended practices and child attention. Results indicated that when teachers increased their use of the recommended practices in whole group instruction, children’s attention increased, and duration of whole group instruction decreased. Results suggest that teacher behaviors can have an effect on child attention.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"48 1","pages":"13 - 26"},"PeriodicalIF":0.5,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80386480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-24DOI: 10.1080/07317107.2020.1848456
H. Paul
{"title":"Don’t Believe Everything You Feel: A CBT Workbook to Identify Your Emotional Schemas and Find Freedom from Anxiety and Depression","authors":"H. Paul","doi":"10.1080/07317107.2020.1848456","DOIUrl":"https://doi.org/10.1080/07317107.2020.1848456","url":null,"abstract":"","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":"1 1","pages":"49 - 54"},"PeriodicalIF":0.5,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83053600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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