Culturally Responsive, Family-centered Positive Behaviour Support with a Taiwanese Family of a Child with Autism in Two Home Settings
University of British Columbia, Department of Educational and Counseling Psychology, and Special Education
The purpose of this study was to assess the effects of a culturally responsive, family-centered PBS approach to intervention on child problem behaviour and participation within two valued family routines, for a child with autism in a family of a diverse cultural and linguistic background. A quasi-experimental multiple baseline design across two routines was used to investigate the association between implementation of the intervention approach and child behaviour and routine participation. In addition, qualitative case study methods were employed to help gain a deeper understanding of the family’s cultural perspectives related to the design and implementation of a PBS plan and of the interventionist’s perspectives on providing behavioural services aimed at cultural responsivity. Quantitative results displayed evidence of two basic effects, in that substantial improvement in child behaviour and routine participation occurred at the point of intervention in both the dinner and sibling play routines. Qualitative results revealed five themes important to providing culturally responsive, family-centered PBS to a family of a diverse cultural and linguistic background. All results are discussed in terms of contributions to the literature, implications for practice, cautions and limitations, and directions for future research.
https://circle.ubc.ca/handle/2429/43125