PARENT-CHILD INTERACTION THERAPY: A LITERATURE REVIEW ON ITS EFFECTIVENESS FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)
DOI:
https://doi.org/10.51200/sapj.v7i3.5238Keywords:
Parent-Child Interaction Therapy (PCIT), Autism Spectrum Disorder (ASD)Abstract
Autism Spectrum Disorder (ASD) affects children and their learning in a variety of ways. ASD is a developmental disorder that is marked by profound deficits in social, language, and cognitive abilities. The core features of ASD are areas in which difficulties can lead to feelings of frustration, confusion, anxiety or lack of control, resulting in behavioural responses. This article offers an overview of the literature, focusing on the effectiveness of Parent-Child Interaction Therapy (PCIT) which used to improve the relationship between
parent-children and to reduce noncompliance behaviour in children with ASD. The PCIT is an empirically-supported treatment for conduct-disordered for young children aged two to seven that highlights on improving the quality of the relationship between parents and child and changing inappropriate pattern of parent-child interaction. Early relationships between parents and children have powerful impacts on children’s behaviour and emotional development. When parents are responsive and sensitive to child’s cues, they contribute to the coordinated back and forth of interaction with the child. This kind of interaction helps children develop self-sense and emotional regulation skills such as self control and self-calming. Furthermore, in order to help young children to develop lifelong motivation in their self, parents are encouraged to participate in everyday learning and playing activities. Therefore, identifying the most effective intervention parenting programmes for enhancing and rebuilding parent-child relationships through teaching parent the skills necessary for coping with noncompliance behaviour in young children with ASD is crucially important. Overall, the findings of this study demonstrate the potential of PCIT as an early intervention to improve the behavioural functional outcomes of preschool
children with ASD.
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