Remote Delivery of Culturally Adapted Prevent-Teach-Reinforce for Families (PRT-F) Program with Chinese American Families of Young Children with Intellectual and Developmental Disability
| dc.contributor.advisor | Machalicek, Wendy | |
| dc.contributor.author | Zhu, Jinlan | |
| dc.date.accessioned | 2024-12-19T20:12:02Z | |
| dc.date.available | 2024-12-19T20:12:02Z | |
| dc.date.issued | 2024-12-19 | |
| dc.description.abstract | The prevalence of challenging behavior, such as aggression, self-injurious behavior, tantrums, and noncompliance with everyday expectations among young children with intellectual and developmental disability (IDD), is higher than the prevalence of challenging behavior for children without disabilities. Without appropriate intervention, challenging behavior tends to persist in individuals with IDD, contributing to subsequent problems in school, home, and community life, as well as negatively impacting future independence. Parent education and training programs focused on supporting parents of children with IDD to learn and use evidence-based behavioral interventions with their child contribute to improved parent strategy use and increased confidence in supporting their child’s behavior and ultimately support decreased child challenging behavior and increased appropriate adaptive behavior. Prevent, Teach, and Reinforce for Families (PTR-F) is a manualized and evidence-based positive behavior support program, including parent education and training to assist families in resolving their children’s mild to moderate severity challenging behavior in home and community settings. Few studies have empirically examined the effectiveness of PTR-F or other positive behavior support parenting programs for culturally diverse families of children with disabilities. The current study examined the efficacy and social validity of a culturally adapted and telepractice version of the PTR-F for Chinese American families of young children with IDD in the United States. The PTR-F intervention program was culturally adapted for enhanced cultural responsivity to Chinese American families using Bernal’s Ecological Validity Model as a guiding framework and delivered remotely for improved feasibility in recruitment for the planned single-case research design study and enhanced scalability in future research. Six mothers and their children with autism spectrum disorder (ASD) participated. Two independent randomized concurrent multiple baseline designs across six parent-child dyads were used to examine the effects of the culturally adapted PTR-F intervention program when delivered by mothers on the decreased rate of target child challenging behavior. Two randomization strategies, case randomization and intervention start-point randomization, were used in this study. Each dyad was randomly to different baseline lengths ,and range-bound start point randomization was used to a priori determine the length of the baseline phase for each participant while retaining the logic of the staggered introduction of the intervention over time across parent-child dyads. Visual analysis combined with the non-parametric Tau-U and parametric magnitude of treatment effect size standardized mean difference analysis, revealed mixed results with a medium effect found for child challenging behavior in the first concurrent multiple baseline design group and small effects found in the second group. Parent perceptions of the acceptability, feasibility and effectiveness of the culturally adapted PTR-F intervention program’s goals, procedures, and outcomes were collected using standardized social validity questionnaires with the addition of open-ended responses and reported using descriptive statistics and parent responses to open-ended questions. Chinese American families of children with developmental disabilities including ASD are absent in the intervention literature. This novel examination of the effects of a culturally adapted family centered intervention on child challenging behavior suggests the promise of a culturally adapted PTR-F for Chinese American families to address their child’s challenging behavior. Implications for future research and practice are discussed. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/30305 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | All Rights Reserved. | |
| dc.title | Remote Delivery of Culturally Adapted Prevent-Teach-Reinforce for Families (PRT-F) Program with Chinese American Families of Young Children with Intellectual and Developmental Disability | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Special Education and Clinical Sciences | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | Ph.D. |
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