Master of Science, The Ohio State University, 2022, Psychology

Treatment outcomes in parent-mediated interventions are associated with the parent's engagement and acceptance, treatment acceptability, of the intervention. Research within the field of behavioral interventions has found that parental attributions, the causal explanation's parents make to understand the meaning of their child's behavior, are associated with treatment acceptability and parental engagement for behavioral parent-focused intervention. However, this relationship has not been investigated for parent-mediated interventions focused on core symptoms of autism spectrum disorder (ASD), such as social and communication skills. The primary goal of this exploratory study was to investigate the relationship between parental attributions for ASD-related behavior and treatment acceptability and engagement for parent-mediated intervention for ASD. N = 107 parents or primary caregivers of a child aged 3-6 years with an ASD diagnosis were asked to rate their treatment acceptability and engagement of a parent-mediated intervention and complete the Parental Attribution Questionnaire, among other measures. Parental attributions for all dimensions of child-referent attributions (internality, controllability, and stability) negatively predicted parent's ratings of treatment acceptability for parent-mediated intervention. No associations were found for any dimensions of parent-referent attributions. Results revealed that only the parental attribution of child-referent stability was related to engagement for parent-mediated intervention. Given that parental attributions can be readily changed prior to the start of the intervention, a better understanding of the role of parental attributions in parent-mediated interventions could help improve treatment outcomes for children with ASD.

Committee: Katherine Walton (Advisor); Sarah Schoppe-Sullivan (Committee Member); Luc Lecavalier (Committee Member) Subjects: Psychology

Bachelor of Science, Walsh University, 2018, Honors

The purpose of the current research was to explore the effects of Therapeutic Horseback Riding (THR) on children with Autism Spectrum Disorder (ASD). Two case studies were completed on two boys who have been diagnosed with autism, age 13 and 16, who were recruited for their participation in the study by instructors at a therapeutic riding equestrian facility. Each participant has been enrolled in the THR program since 2010, and the records that had been kept documenting their progress in the program were obtained and analyzed by the researcher, in addition to session observations, and parent interviews. Results showed documented progress in psychosocial, communication, sensory, cognitive, and neuromusculoskeletal skills through documented evaluations completed annually by the instructors at the riding facility. Additionally, parent interviews revealed thorough enjoyment from the program, increased social engagement and interaction, core strength, posture, balance, awareness of surroundings, coordination, motor planning, postural control, and relaxation techniques. This demonstrates the efficacy of the use of Therapeutic Horseback Riding as a treatment Intervention for children with Autism Spectrum Disorder.

Committee: Antonette Doty PT, PhD, PCS (Advisor); Robert Phillips PT, DPT, PhD, NCS (Other) Subjects: Occupational Therapy; Physical Therapy; Psychology; Public Health

Doctor of Philosophy (PhD), Ohio University, 2014, Clinical Psychology (Arts and Sciences)

The purpose of the current study was to explore parent perceptions of and adherence to feedback and recommendations following child assessment by (1) characterizing the experiences of parents receiving assessment feedback and treatment recommendations, (2) examining the profile of adherence to treatment recommendations following assessment and feedback and variables associated with adherence, and (3) examining which services parents pursued most consistently, and how parents decided which services to prioritize. Seventy-two parents of children ages 2 to 12 (82% boys) newly diagnosed with developmental disorders and related difficulties completed Phase 1 of the project; 42 of these provided feedback about the assessment process (Phase 2); 22 provided information about adherence rates 3 months following the feedback session (Phase 3). Largely, parents were satisfied with the feedback process, but the data highlight areas for improvement. Parents reported feeling “relieved” and “overwhelmed;” many parents reported both positive and negative emotions. Most parents felt that their concerns were addressed well, and that they received enough information, but 42% of parents reported that they would have liked more information, specifically about prognosis. About 30% of parents expressed doubts about their ability to care for and help the child. On average 2 diagnoses were made per child and 12 recommendations were made per family. Most parents rated recommendations as helpful and took action steps toward 58% of recommendations made; many parents cited barriers to adherence (e.g., finances, location). Parenting stress variables were related to parenting efficacy, confidence knowing how to help the child, and perceived capability of caring for the child. Perceived emotional sensitivity of the provider was associated with several other important outcomes. Implications are discussed.

Committee: Julie Owens Ph.D. (Advisor); Steven Evans Ph.D. (Committee Member); Christine Gidycz Ph.D. (Committee Member); Julie Suhr Ph.D. (Committee Member); Joann Benigno Ph.D. (Committee Member) Subjects: Clinical Psychology; Developmental Psychology; Educational Psychology; Psychological Tests; Psychology; Psychotherapy; Special Education; Speech Therapy