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APA
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Health, Medicine, Nursing
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Article Critique
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English (U.S.)
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Critical Review: Psychology (Article Critique Sample)

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Write a critical review

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Name
Institution
Instructor
Course
Date
Lesack, R., Bearss, K., & Celano, M. (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
Summary
Parent–Child Interaction Therapy and Autism Spectrum Disorder: Adaptations with a Child with Severe Developmental Delays is a study that was undertaken by William G. Sharp Roseanne Lesack, Karen Bearss and Georgia Marianne Celano from Emory University School of Medicine and Marcus Autism Center, Atlanta. The aim of the study was to apply Parent -Child interaction therapy (PCIT); a training program that was developed for typically developing children that has shown great potential for children with Autism Spectrum Disorder (ASD), to children with ASD, pronounced developmental delays as well as aggression, non compliance and tantrums.
The caregivers at home and in community setting lack efficient and effective support presenting a major public health need. There is also need to identify and study interventions that are effective in reducing recurrent problem behaviors of children with ASD that present safety concerns like aggression, elopement and disruption, these behaviors also interfere with the educational programming of the child.
Participant: Kevin a five year boy is the main participant of the study. He was diagnosed with Autism Spectrum disorder. Clinical observations by a licensed psychologist show that he had significant language delay and no use of compensatory strategies. His vocalizations were non directed and lacked communicative intent. Kevin had elevated problem behavior as reported by the parent which included; non compliance, self- injury, aggression, tantrums and dangerous behavior. Kevin also exhibited multiple stereotypic behavior and very low instances of eye contact.
Measures: In PCIT, progress is evaluated by using Eyberg Child Behavior Inventory (ECBI; Eyberg & Pincus, 1999) the parent’s report of the child’s problem behavior. Progress was also measured through direct observation of the Parent- Child interaction during treatment sessions. The Dyadic Parent–Child Interaction Coding System, 3rd edition (DPICS; Eyberg,
Nelson, Duke, & Boggs, 2004) was used in assessing these interactions.
Setting: The sessions were done weekly lasting forty five minutes each. Kevin and his mother participated in them. The treatment was at a specialized center for children with ASD. Sessions were conducted in a room that had a way mirror which was used to observe the parent child interactions. A microphone linked the therapy room to the observation room. Communication to Kevin’s mother was through an ear bug device.
Method: The study used two intervention procedures
* Child Directed Interaction.
It involved repeating vocalization with the appropriate communicative intent followed by correct word(s) for the item(s) or action(s). (Example "Ah’ you said ‘ball””). The parent was instructed to ignore non functional and stereotypic vocalizations.
* Parent Directed Interactions
This involved using the name of the child as a prompting cue before issuing a command. They also adopted three step prompting method to introduce target commands, that is; verbal, model and physical prompting. Gesture cues were used for all commands.
* Time out
Time out was introduced for a target command after three consecutive compliances to a command involving verbal and model prompting. There was a reduced sit requirement that was increased with successful sitting. The holding chair was used as a backup time out procedure.
Results: At the end of the sessions, Kevin’s mother was able to successfully give direct commands. She offered praise contingent on Kevin’s compliance with demands with minimal coaching required. The time out procedure was correctly implemented. Kevin’s mother expressed confidence in using PCIT at home and community settings.
Conclusion: Compared to other validated intervention for ASD, PCID offers an intervention that can be used in multiple settings given appropriated adaptations are identified and made. This approach is also economical offering an intervention that parents can implement at home and public places with relatively minimal clinical contact. Further research should be done to evaluate the best treatment elements for optimal clinical outcomes as well as to develop treatment guidelines specific to this population.
Description of Participants and Setting
In this...
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