Change Trajectories During Parent–Child Interaction Therapy for Autistic Children and Their Caregivers / Catherine A. BURROWS in Autism Research, 19-6 (June 2026)  

Public ISBD [article]  inAutism Research > 19-6 (June 2026) . - p.e70260 Titre : Change Trajectories During Parent–Child Interaction Therapy for Autistic Children and Their Caregivers Type de document : texte imprimé Auteurs : Catherine A. BURROWS, Auteur ; William Andrew ROTHENBERG, Auteur ; Dainelys GARCIA, Auteur ; Abigail PESKIN, Auteur ; Maria JIMENEZ-MUÑOZ, Auteur ; Eileen DAVIS, Auteur ; Jason F. JENT, Auteur ; Meaghan V. PARLADE, Auteur Article en page(s) : p.e70260 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  behavioral parent training  child disruptive behaviors  Parent–Child Interaction Therapy  parent-mediated intervention  PCIT Index. décimale : PER Périodiques Résumé : ABSTRACT Disruptive behaviors (non-compliance, aggression) are common in autistic children. Parent?Child Interaction Therapy (PCIT) is a caregiver-mediated intervention utilizing in vivo caregiver coaching that reduces disruptive behaviors and has been shown to be effective for young autistic children. This study sought to identify child and caregiver factors that relate to session-level progress among autistic children and their caregivers. Participants included 98 autistic children aged 2?8?years (91% male) who received PCIT in a university-affiliated clinic. Session-level change was examined using iterative multilevel modeling to examine change in child disruptive behaviors, as measured on the Eyberg Child Behavior Inventory (ECBI), caregiver positive attending skills (Do-skills), and caregiver negative statements (Avoid-skills). Optimal fitting trajectories revealed quadratic change in ECBI scores, Do-skills, and Avoid-skills. The effectiveness of PCIT did not differ based on participants' level of autistic traits or caregiver demographics. Improvements in child disruptive behavior were associated with child adaptability and parenting stress pre-treatment; higher adaptability and lower stress were related to faster declines in child disruptive behavior. Caregivers exhibited slower rates of change in Do-skills when they had lower rates of homework completion, and when their child had lower social responsiveness, and challenges with adaptability and externalizing problems. These findings may help clinicians tailor what factors to emphasize and monitor over the course of PCIT. En ligne : https://doi.org/10.1002/aur.70260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Change Trajectories During Parent–Child Interaction Therapy for Autistic Children and Their Caregivers [texte imprimé] / Catherine A. BURROWS, Auteur ; William Andrew ROTHENBERG, Auteur ; Dainelys GARCIA, Auteur ; Abigail PESKIN, Auteur ; Maria JIMENEZ-MUÑOZ, Auteur ; Eileen DAVIS, Auteur ; Jason F. JENT, Auteur ; Meaghan V. PARLADE, Auteur . - p.e70260. Langues : Anglais (eng) in Autism Research > 19-6 (June 2026) . - p.e70260 Mots-clés : autism  autism spectrum disorder  behavioral parent training  child disruptive behaviors  Parent–Child Interaction Therapy  parent-mediated intervention  PCIT Index. décimale : PER Périodiques Résumé : ABSTRACT Disruptive behaviors (non-compliance, aggression) are common in autistic children. Parent?Child Interaction Therapy (PCIT) is a caregiver-mediated intervention utilizing in vivo caregiver coaching that reduces disruptive behaviors and has been shown to be effective for young autistic children. This study sought to identify child and caregiver factors that relate to session-level progress among autistic children and their caregivers. Participants included 98 autistic children aged 2?8?years (91% male) who received PCIT in a university-affiliated clinic. Session-level change was examined using iterative multilevel modeling to examine change in child disruptive behaviors, as measured on the Eyberg Child Behavior Inventory (ECBI), caregiver positive attending skills (Do-skills), and caregiver negative statements (Avoid-skills). Optimal fitting trajectories revealed quadratic change in ECBI scores, Do-skills, and Avoid-skills. The effectiveness of PCIT did not differ based on participants' level of autistic traits or caregiver demographics. Improvements in child disruptive behavior were associated with child adaptability and parenting stress pre-treatment; higher adaptability and lower stress were related to faster declines in child disruptive behavior. Caregivers exhibited slower rates of change in Do-skills when they had lower rates of homework completion, and when their child had lower social responsiveness, and challenges with adaptability and externalizing problems. These findings may help clinicians tailor what factors to emphasize and monitor over the course of PCIT. En ligne : https://doi.org/10.1002/aur.70260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

Parent-Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample / Meaghan V. PARLADE in Autism, 24-1 (January 2020)  

Public ISBD [article]  inAutism > 24-1 (January 2020) . - p.160-176 Titre : Parent-Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample Type de document : texte imprimé Auteurs : Meaghan V. PARLADE, Auteur ; Allison WEINSTEIN, Auteur ; Dainelys GARCIA, Auteur ; Amelia M. ROWLEY, Auteur ; Nicole C. GINN, Auteur ; Jason F. JENT, Auteur Article en page(s) : p.160-176 Langues : Anglais (eng) Mots-clés : Parent-Child Interaction Therapy  autism spectrum disorder  behavioral parent training  disruptive behavior  evidence-based treatments Index. décimale : PER Périodiques Résumé : Parent-Child Interaction Therapy is an empirically based, behavioral parent training program for young children exhibiting disruptive behaviors. Parent-Child Interaction Therapy shows promise for treating disruptive behaviors in children with autism spectrum disorder. Treatment processes (i.e. treatment length and homework compliance), parenting skills, parenting stress, and behavioral outcomes (i.e. disruptive and externalizing behaviors and executive functioning) were compared in 16 children with autism spectrum disorder and 16 children without autism spectrum disorder matched on gender, age, and initial intensity of disruptive behaviors. Samples were statistically similar in terms of child receptive language, child race and ethnicity, parent age, gender and education, and number of two-parent families in treatment. Families received standard, mastery-based Parent-Child Interaction Therapy. Both groups demonstrated significant and clinically meaningful improvements in child disruptive and externalizing behavior and executive functioning, parenting skills, and parenting stress. Length of treatment, homework compliance, and parent and child outcomes did not differ significantly between groups. A subset of children with autism spectrum disorder also showed significant improvements in social responsiveness, adaptive skills, and restricted/repetitive behaviors. This study replicates and extends prior research by demonstrating that children with and without autism spectrum disorder experience similar benefits following Parent-Child Interaction Therapy. Findings may expand the availability and dissemination of time-limited, evidence-based interventions for autism spectrum disorder and comorbid disruptive behaviors. En ligne : http://dx.doi.org/10.1177/1362361319855851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Parent-Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample [texte imprimé] / Meaghan V. PARLADE, Auteur ; Allison WEINSTEIN, Auteur ; Dainelys GARCIA, Auteur ; Amelia M. ROWLEY, Auteur ; Nicole C. GINN, Auteur ; Jason F. JENT, Auteur . - p.160-176. Langues : Anglais (eng) in Autism > 24-1 (January 2020) . - p.160-176 Mots-clés : Parent-Child Interaction Therapy  autism spectrum disorder  behavioral parent training  disruptive behavior  evidence-based treatments Index. décimale : PER Périodiques Résumé : Parent-Child Interaction Therapy is an empirically based, behavioral parent training program for young children exhibiting disruptive behaviors. Parent-Child Interaction Therapy shows promise for treating disruptive behaviors in children with autism spectrum disorder. Treatment processes (i.e. treatment length and homework compliance), parenting skills, parenting stress, and behavioral outcomes (i.e. disruptive and externalizing behaviors and executive functioning) were compared in 16 children with autism spectrum disorder and 16 children without autism spectrum disorder matched on gender, age, and initial intensity of disruptive behaviors. Samples were statistically similar in terms of child receptive language, child race and ethnicity, parent age, gender and education, and number of two-parent families in treatment. Families received standard, mastery-based Parent-Child Interaction Therapy. Both groups demonstrated significant and clinically meaningful improvements in child disruptive and externalizing behavior and executive functioning, parenting skills, and parenting stress. Length of treatment, homework compliance, and parent and child outcomes did not differ significantly between groups. A subset of children with autism spectrum disorder also showed significant improvements in social responsiveness, adaptive skills, and restricted/repetitive behaviors. This study replicates and extends prior research by demonstrating that children with and without autism spectrum disorder experience similar benefits following Parent-Child Interaction Therapy. Findings may expand the availability and dissemination of time-limited, evidence-based interventions for autism spectrum disorder and comorbid disruptive behaviors. En ligne : http://dx.doi.org/10.1177/1362361319855851 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

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