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PSYC 4030 (13)
Chapter 12

PCIT chapter 12.docx

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York University
PSYC 4030
Diane Lawless

PCIT chapter 12  Autism spectrum disorders: o Made for externalizinf behaiours; howwevr useful in more specialized sitch o Randomized control study-efficacy with mental retardation o Pcit- higher compliance, greater PRIDE skills- may be good for others too o Used with developing children; autism pervasive dev. Disorder, and aspergers too o ASD-autism spectrum-excluded initially; social contingencies would hamper results o Yet high functioner asd’s-reinforced by social attn; o Most asd’s-clinics with externalizing behaviours as focus of treatments o Increase for asd’s referrals o Research shows compliance in as’ds and less aggressive o Few studies done; o Mcniel shows higher functioning can be compliant and decresed problems o More needed o Pcit may be alternative with high end of spectrum asds; not all asds will beneifit o Poor receptive language skills under 24 mos; wont o Social reinforcement:extreme social withdrawal wont beneifit o o Empiracly supported treatment est- 12.1 primary treatments: Treatment Overview Applied behvaiour -emphasis on functional assessment and building skills analysis -increase socially appropriate repertoires while decreasing challenging behaviours Dvelop skills allowing range of reinforcers UCLA young autism Intensive at home school community project Improves desrieable language and social while reducing tantrums and aggression Use of discrete trial training DTT and incidental learning to teacj goals Pivotal response Applied behavioural analytic principle to lang, social, behaviour, play training Improve broad functioning to generalize Independence ; self education; motivate and self intitiate Positive behaviour Assist in creating lifestyle leadint to quality support Decrease undesirable in socially acceptable manners Fucntionall asss. Hypothesis, plan, maintainable plan TEACCH method Structure in teaching new behaviour, target specific skills, conditions consequences of shaping Focus on tolerance, normalization DIR/ Floortime Attending to their need mututal enjoyable shared experiences b.w. p/c By observing actions, emotional tones, expanding play through supportive comments  Page 1 of 4 Theoretical similarities of pcit to empiracl treatments above for ASD: o Like floortime and TEACCH recognise importance of consistent 1-1 p/c interaction and bond is support for verbalizations o Pivotal- emphasizes using play object in environment comfortabke for child in effort to promote generalization  Use parent skills and consistent activities p/c interaction o Many-play integral; involvement, changes childs life o Pcit alike- parent is modeling; geenralizsng; all settingsl maintence o R.s. building key too- training compenetent command consequence ABA o Social skills and academic tutoring for success in all modalities  Child directed interaction: o Similar to floortime, cdi improves r.s. allowing to play, verbals, social reinforcements o Imitiation and reflections used too o Building langues and conversing o Motivate language for obtaining things too o Cdi skills imcrease attn span and focus  Behavioural descriptions,  Increase appropriate play; more exposure, follow lead, accept activities  Working with stereotyped repetitive behaviour during CDI: o 1. Improve r.s. o 2. Modify through selective attn, ignore inappropriate behaviour, attn to prosical, o Some activites inapprops or not aren’t maintained by parental attn and they are self stimulatory instead o Self stimulatory=appropriatekeep child in lead; redirect rituals and make more age appropriate tasks; pride skills allow for acceptance and soothing behaviours  Parent directed interaction: o Pdi-targets noncompliance; redirect idiosyncratic play to more dev. Apporporiate play o Give short simple commands, follow therough with consequencesl verbal praise; t.o. o Many believe t.o. not effective for asds; high end spectru
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