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Date of Graduation
Summer 2016
Document Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Department of Graduate Psychology
Advisor(s)
Trevor F. Stokes
Elena Savina
Anne Stewart
Abstract
Parent-Child Interaction Therapy (PCIT) is a well-established, empirically-supported treatment for young children with disruptive behaviors. PCIT was initially designed for treatment of typically-developing children with oppositional and disruptive behaviors. There is emerging support for PCIT as a treatment for behavior challenges seen in children with developmental delays. However, some modifications may be needed to respond to the severity of delay, parent treatment goals, and the function of the challenging behavior. Using a non-concurrent multiple-baseline experimental design, the current study examined the effectiveness of a modified PCIT approach for a preschool child with global developmental delay and co-occurring behavior problems. Modifications were informed by empirically-supported procedures from applied behavior analysis (ABA). Meaningful, observable changes were shown in parent behaviors across home and clinic settings. Positive changes in the child’s cooperative play with the parent and a slightly older sibling were observed in generalization probes. A reduction in parent perception of problem behavior frequency and parent- and sibling-reported satisfaction with the treatment goals, procedures, and outcomes supported clinically meaningful outcomes.
Recommended Citation
Cannady, Mariel S., "Parent-child interaction therapy informed by applied behavior analysis for developmental delay: parent and sibling coaching with setting generalization" (2016). Dissertations, 2014-2019. 127.
https://commons.lib.jmu.edu/diss201019/127
