Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains v, 86 p. : ill. Includes abstract. Includes bibliographical references (p. 55-59).

Thesis (Ph. D.)--Auburn University, 2009. / Abstract. Vita. Includes bibliographical references (p. 77-95).

Thesis (Ph. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains xii, 170 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 93-112).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains x, 114 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 52-58).

Thesis (Ph. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains v, 74 p. Includes abstract. Includes bibliographical references (p. 41-53).

Autism spectrum disorder (ASD) is a pervasive lifelong developmental delay with a prevalence of 1 in 68 children. This growing epidemic occurs for unspecified causes and researchers continue to explore evidence-based treatments available. Parent–child interaction therapy (PCIT) is a parent training program, initially developed for implementation with typically-developing children. PCIT has shown effectiveness in increasing child compliance, minimizing disruptive problem, improving parent-child relationship satisfaction, and communication. The present study investigated the efficacy of PCIT as an evidence-based practice (EBP) for children with ASD by implementing a non-concurrent multiple baseline design across three participants. Results indicated socially significant increases in child compliance, decreases in aberrant behavior, rapid acquisition and maintenance of acquired parenting skills, as well as improved parent-child relationship satisfaction. This study aimed to replicate previous research measuring the effectiveness of PCIT with children with ASD.

Over the past two decades, interest in the psychological development of children has steadily increased (Beg, Casey, & Saunders, 2007), presumably because statistics describing childhood psychological illness are alarming. Certain parent interaction styles or behaviors are known to influence child adjustment. According to attachment theory, the reason for these findings is that interaction with a caregiver informs an individual’s construction of an internal working model (IWM) of the self in relation to others in the environment. The purpose of this study was to gain a greater understanding of the factors contributing to child adjustment by examining the influence of parents’ emotional functioning and parent responsiveness to children’s bids for interaction. This dissertation tested a multivariate model of attachment-related processes and outcomes with an ethnically diverse sample. Results partially supported the model, in that parent emotional intelligence predicted some aspects of child adjustment. Overall, the study adds to knowledge about how parent characteristics influence child adjustment and provides support for conceptualizing emotional intelligence as a concrete and observable manifestation of the nonconscious attachment IWM.

Several researchers have begun to investigate early intervention and prevention programs, seeking to alter the trajectory of early-onset behavior problems. While it appears that multi-modal programs are the most promising approach, researchers have only recently begun to evaluate programs that use a similar treatment approach across settings and there is currently little information about classroom-based treatments for disruptive behaviors among preschoolers. The purpose of this study was to develop a classroom-based intervention based on the Parent-Child Interaction Therapy (PCIT) model developed by Eyberg. In addition, this study provides an initial investigation of the efficacy of this program with an emphasis on evaluating changes in teacher behavior and treatment acceptability. The intervention was provided to a group of 26 teachers from 13 Head Start classrooms. Results indicated minimal changes in observed teaching behavior and no significant changes in teachers' self-efficacy. Although the intervention was rated as being acceptable by teachers overall, ratings were somewhat lower for sessions dealing with child-directed activities; teacher comments indicated that this component was difficult to implement in the classroom. Observations of child behavior indicated reductions in both prosocial and disruptive behaviors. Teacher-completed rating scales indicated statistically significant reductions in disruptive child behaviors and child behavior problems, although the magnitude of these changes was generally small. The implications of these findings will be discussed and modifications will be proposed for increasing the effectiveness and acceptability of this intervention.

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