Chapter Eight - Parent Training Interventions to Reduce Challenging Behavior in Children with Intellectual and Developmental Disabilities
Introduction
It is estimated that 3% of the population has an intellectual or developmental disability (IDD; Batshaw, Shapiro, & Farber, 2007). Children with IDD, including autism spectrum disorders (ASDs), have cognitive, social, and language deficits which place them at particular risk for challenging behavior in early childhood and throughout development (Emerson, 2003). Research suggests that nonclinical samples of children with IDD as young as 3-years-old already exhibit increased behavior problems that negatively affect their families (Baker, Blacher, Crnic, & Edelbrock, 2002; Baker et al., 2003). In the absence of targeted interventions, these behavior problems appear to persist over the preschool period and into childhood and adolescence (Baker et al., 2003; Einfeld et al., 2006; Eisenhower, Baker, & Blacher, 2007; McIntyre, Blacher, & Baker, 2006). Early intervention and treatment are clearly needed to reduce challenging behavior in children with IDD.
At a very early age, families are children’s main socializing agents and they can influence children’s behavior through their actions, attitudes, and behavior (Patterson, 1982). Although care must be taken not to blame families for child problems, positive parenting practices may promote child adjustment while negative or coercive practices may be associated with child problem behavior (Dishion & Stormshak, 2007). Indeed, family processes influence the emergence of behavior disorders in young children with and without disabilities (Baumrind, 1989; Bronson, 2000; Floyd, Harter, Costigan, & MacLean, 2004; Kumpfer & Alvarado, 2003; Martin, 1981; Russell & Russell, 1996). In parsing family risk factors, Patterson et al. (Patterson, 1982; Patterson, DeBaryshe, & Ramsey, 1989) suggest that negative, coercive parenting practices place children at risk for behavior problems. Existing behavior problems may be exacerbated by parental stress over time (e.g. Baker et al., 2003). Furthermore, some evidence suggests that the presence of parental stress influences the emergence and persistence of behavior problems in school-age children with disabilities (Hastings, Daley, Burns, & Beck, 2006). Thus, interventions that address child behavior and parenting stress may be especially important.
Central to the emergence of early-childhood behavior problems are weak or disorganized family management practices, which can result in coercive parent–child interactions. As such, the child’s aversive behaviors increase in intensity and frequency and the parent acquiesces, unwittingly reinforcing problem behaviors (Gardner, 1989; Patterson, 1982; Patterson, Reid, & Dishion, 1992; Shaw & Bell, 1993) and dedicating less time and engagement to socialization processes. As the child’s behavior becomes increasingly problematic, the parent may further escalate power assertion techniques, or alternately, begin avoiding conflict with an increasingly coercive young child. It is clear that coercive and rejecting parent–child relationships measured at age 2 are associated with child conflict with peers and teachers at age 6 (Ingoldsby, Shaw, & Garcia, 2001), trajectories of persistent conduct problems from ages 2 to 10 (Shaw, Gilliom, Ingoldsby, & Nagin, 2003; Shaw, Lacourse, & Nagin, 2005; Stormshak, Bierman, McMahon, Lengua, & Conduct Problems Prevention Research Group, 2000), and serious problem behavior between ages 11 and 15. Children with IDD and their families may be particularly at risk for these outcomes because of higher levels of parenting stress, parental depression, and contextual risks associated with developmental disabilities (DD) (Baker et al., 2002; Emerson et al., 2010). A recent study has shown that relative to a comparison group of parents of typically developing preschool-age children, parents of children with IDD were more detached, more negative, and less positive (Crnic, Pedersen y Arbona, Baker, & Blacher, 2009). Clearly, supporting parenting skills can reduce the risk of later problem behavior for children with IDD and may support family well-being and parent mental health (Baker, Fenning, Crnic, Baker, & Blacher, 2007; Floyd et al., 2004; McIntyre, 2008a, McIntyre, 2008b).
Given the role that parents play in shaping children’s development, a variety of parent management training procedures have been adopted from the disruptive behavior disorder treatment literature and applied to the prevention and treatment of challenging behavior in children with IDD (Brookman-Frazee, Stahmer, Baker-Ericzen, & Tsai, 2006). The rest of this chapter will review the empirical evidence for parent training approaches with families with children with IDD and discuss limitations of these findings. I will conclude with outlining future directions.
Section snippets
Review of Parent Training Interventions for Children with IDD
A comprehensive literature search was conducted using PsycINFO to identify empirical studies published between 2003 and 2012 investigating the effects of parent training interventions on challenging behavior in children or adults with IDD. The following inclusionary criteria were used to identify articles for this review: (1) peer-reviewed journal article, (2) published in English between 2003 and 2012, (3) quantitative study with methods and results related to parent training, (4) focus on
Conclusions
A review of key study features and outcomes of 19 studies published between 2003 and 2012 suggest that there is a growing evidence base for the use of parent training interventions for reducing challenging behavior in children with IDD, including autism and related disorders. A smaller body of evidence suggests effects on parenting behavior and mental health. Questions remain about the durability and generalization of findings, moderators and mediators of change, and strategies for enhancing
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