This handbook offers a theoretical foundation for the adaptation of Parent-Child Interaction Therapy (PCIT) for children with autism spectrum disorder (ASD) and their families. The volume examines current treatments for children with ASD and provides a rationale for why PCIT is considered a strong option to address many of the concerns found within this population of children and families. It presents an overview of PCIT theory, the goals of PCIT, the unique aspects of the treatment, and the exceptional outcomes. The handbook demonstrates the versatility of PCIT in conjunction with standard science-based therapies in addressing specific behavioral problems in this young population. Chapters provide a theoretical basis for PCIT, the empirical evidence for its efficacy, clinical considerations, and training issues. Chapters also offer a selection of case studies that help illustrate how PCIT has been successful in treating children with autism. The handbook concludes by identifying the gaps that need to be addressed by future research.
Topics featured in the Handbook include:
- A clinical description of Parent-Child Interaction Therapy.
- The effects of medication for individuals with ASD.
- The importance of parent-child interactions in social communication and development.
- Teaching complex social behavior to children with ASD.
- Internet-delivered PCIT (I-PCIT) for children with autism.
- Child-Directed Interaction treatments for children with ASD.
- Parent-Directed Interaction treatments for children on the autism spectrum.
The Handbook of Parent-Child Interaction Therapy for Children on the Autism Spectrum is a must-have resource for researchers, professors, clinicians/practitioners/therapists, and graduate students across many interrelated disciplines, including child and school psychology, behavioral therapy, social work, child and adolescent psychiatry, pediatrics, and family studies as well as occupational therapy, physical therapy, behavior analysis, and speech therapy.
Auflage
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Zielgruppe
Illustrationen
38
46 s/w Abbildungen, 38 farbige Abbildungen
XXVI, 761 p. 84 illus., 38 illus. in color.
Maße
Höhe: 260 mm
Breite: 183 mm
Dicke: 48 mm
Gewicht
ISBN-13
978-3-030-03212-8 (9783030032128)
DOI
10.1007/978-3-030-03213-5
Schweitzer Klassifikation
Cheryl Bodiford McNeil, Ph.D, is a Professor of Psychology in the Clinical Child program at West Virginia University. Her clinical and research interests are focused on program development and evaluation, specifically with regard to adapting treatments and managing disruptive behaviors of young children in both the home and school settings. Dr. McNeil has co-authored several books (e.g., Parent-Child Interaction Therapy, Second Edition, Short-Term Play Therapy for Disruptive Children, Parent-Child Interaction Therapy with Toddlers: Improving Attachment and Emotion Regulation), a continuing education package (Working with Oppositional Defiant Disorder in Children), a classroom management program (The Tough Class Discipline Kit), and a Psychotherapy DVD for the American Psychological Association (Parent-Child Interaction Therapy). She has a line of research studies examining the efficacy of Parent-Child Interaction Therapy and Teacher-Child Interaction Training across a variety of settings and populations, including more than 100 research articles and chapters related to the importance of intervening early with young children displaying disruptive behaviors. Dr. McNeil is a master trainer for PCIT International and has disseminated PCIT to agencies and therapists in many states and countries, including Norway, New Zealand, Australia, Taiwan, Hong Kong, and South Korea.
Lauren Borduin Quetsch, M.S., will complete her doctoral degree in the Clinical Child Psychology program at West Virginia University in 2019 under the mentorship of Dr. Cheryl B. McNeil. Mrs. Quetsch's research interests include the dissemination and implementation of evidence-based treatments (EBTs) in community settings as well as the adaptation of EBTs for young children with severe behavioral problems. As a research associate at West Virginia University, Mrs. Quetsch already has more than 20 publications and plans to continue in a research-focused faculty position after graduating from West Virginia University and completing her internship.
Cynthia M. Anderson, Ph.D., BCBA-D., is the Senior Vice President of Applied Behavior Analysis for the May Institute. She holds a joint appointment as the Director of the May Institute's National Autism Center. Dr. Anderson provides consultation and support to clinical staff supporting individuals exhibiting challenging behavior such as self-injury, aggression, and property destruction. In addition, she also promotes research in and dissemination of evidence-based practices through the National Autism Center. Dr. Anderson received her Ph.D. in Clinical-Child Psychology from West Virginia University. She is a licensed psychologist and a Board Certified Behavior Analyst at the doctoral level. Dr. Anderson currently serves as the Applied Representative on the Executive Council of the Association for Behavioral Analysis International, and is the Representative at Large for Division 25 of the American Psychological Association. She has provided editorial support to numerous journals including serving as Associate Editor for School Psychology Review and Journal of Behavioral Education, and on the editorial boards of Journal of Applied Behavior Analysis, The Behavior Analyst, and other journals.
