title: Transforming Parent-Child Interaction in Family Routines: Longitudinal Analysis with Families of Children with Developmental Disabilities.
abstract: The efficacy and consequential validity of an ecological approach to behavioral intervention with families of children with developmental disabilities was examined. The approach aimed to transform coercive into constructive parent-child interaction in family routines. Ten families participated, including 10 mothers and fathers and 10 children 3-8 years old with developmental disabilities. Thirty-six family routines were selected (2 to 4 per family). Dependent measures included child problem behavior, routine steps completed, and coercive and constructive parent-child interaction. For each family, a single case, multiple baseline design was employed with three phases: baseline, intervention, and follow-up. Visual analysis evaluated the functional relation between intervention and improvements in child behavior and routine participation. Nonparametric tests across families evaluated the statistical significance of these improvements. Sequential analyses within families and univariate analyses across families examined changes from baseline to intervention in the percentage and odds ratio of coercive and constructive parent-child interaction. Multiple baseline results documented functional or basic effects for 8 of 10 families. Nonparametric tests showed these changes to be significant. Follow-up showed durability at 11 to 24 months postintervention. Sequential analyses documented the transformation of coercive into constructive processes for 9 of 10 families. Univariate analyses across families showed significant improvements in 2- and 4-step coercive and constructive processes but not in odds ratio. Results offer evidence of the efficacy of the approach and consequential validity of the ecological unit of analysis, parent-child interaction in family routines. Future studies should improve efficiency, and outcomes for families experiencing family systems challenges.
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Joseph M
authors.initials: JM
authors.lastname: Lucyshyn
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Brenda
authors.initials: B
authors.lastname: Fossett
authors.affiliation: Department of Psychology, Georgia State University, Atlanta, GA.
authors.forename: Roger
authors.initials: R
authors.lastname: Bakeman
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Christy
authors.initials: C
authors.lastname: Cheremshynski
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Lynn
authors.initials: L
authors.lastname: Miller
authors.affiliation: The Boggs Center, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ.
authors.forename: Sharon
authors.initials: S
authors.lastname: Lohrmann
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Lauren
authors.initials: L
authors.lastname: Binnendyk
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Sophia
authors.initials: S
authors.lastname: Khan
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Stephen
authors.initials: S
authors.lastname: Chinn
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, Faculty of Education, University of British Columbia, Vancouver, B.C. V6T1Z4.
authors.forename: Samantha
authors.initials: S
authors.lastname: Kwon
authors.affiliation: College of Education, University of Oregon, Eugene, OR.
authors.forename: Larry K
authors.initials: LK
authors.lastname: Irvin
keywords: Positive behavior support; applied behavior analysis; behavioral family intervention; family centered service delivery; parent-child interaction; sequential analysis