Evaluation Proposal Presentation

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Please follow this instructions for this assignment. Also I attached my two parts Evaluation Proposal already submitted to professor. I only included the attachment so you can see what the paper was all about in order to present the infomation in powerpoint format. Please do not copy and paste any of the infomation from either paper. Please make sure this PPT is aesthetically appealing. If you have any question, please feel free to ask me.

Since each of you has likely selected different topics to explore in designing your evaluation proposals, the purpose of this assignment is for you to share with your colleagues key aspects of your projects. To this end, you are to prepare a PowerPoint presentation (re: no more than 10 slides, not including a cover slide and reference slide) on your evaluation proposal. You must address the following three content areas below. In addition, you are to select two of your group members’ presentations to review. Note, do not merely “copy and paste” text from Assignments 2, 3, and 4 into your PPT (re: no paragraphs); doing so will result in an automatic 10 point deduction. Also, your PPT should be aesthetically appealing. That is, please choose a thematic background (re: do not use the default setting of black text on a plain, white background).

I. Background/Context of the Problem—10 points

Briefly describe the problem you selected to address in consideration of your population. Summarize the consequences associated with not addressing the problem. Delineate your interest in the problem. Provide an overview of the EBP intervention chosen to address the problem.

II. Focus of Your Evaluation—10 points

State the purpose of your evaluation. Present the hypothesis. Identify the SSD to be employed and address why you chose this design. Briefly indicate how the dependent variable (DV) would be measured and summarize why you opted to employ these methods.

III. Implications for Social Work Practice—5 points

Highlight the potential implications as to how your evaluation (e.g., problem, intervention, client system, design, etc.) may inform social work practice from both a knowledge–building approach and knowledge–using approach.

IV. The Evaluation Proposal Process—5 points

Speak to what you have learned throughout the process of creating your evaluation proposal.

Unformatted Attachment Preview

Running head: REACTIVE ATTACHMENT DISORDER IN CHILDREN Reactive Attachment Disorder in Children: Evaluation Proposal: Part 1 Shelley Richardson The Catholic University of America National Catholic School of Social Service February 10, 2019 1 REACTIVE ATTACHMENT DISORDER IN CHILDREN 2 This proposal seeks to examine the theoretical framework of social work and how it correlates with the evidence-based practice intervention known as Attachment Theory. In exploring the relationship of Attachment Theory and the discipline of social work, this paper also poses a research question, literature review and hypothesis. Statement of the Problem Being that Social Work is a major discipline which influences many facets of life, specifically this paper will illustrate the impact of social work as a system by examining the major perspective of Attachment Theory. According to Steinhart, Scott and Barfield (2012), attachment can only happen when an infant’s primary caregiver is consistently responsive to their needs. Conversely, the absence of having the essential needs satisfied can certainly lead to an unhealthy style of attachment (Steinhart et al., 2012). Needless to say, the basic needs include feeding, and providing human touch while supplying a comfortable safe and nurturing environment. Indeed, this theoretical perspective is not a new phenomenon in the study of Social Work, but is a foundational perspective that was introduced initially by the Theory of Maslow’s Hierarchy of Needs (Steinhart et al., 2012). The Department of Social and Health Services is a widely-known system that often removes children from their homes and provides placement into care of individuals who are unfortunately, not known to the child who is at risk. While the intention of the Department of Social and Health Services may be good, the transition can also be a negative contribution to the life of a child. Unfortunately, situations that place children into the foster care system often create extreme psychiatric consequences which may create significant and detrimental insecure attachments (Steinhart et al., 2012). This unfortunate instance often leaves the child to deal with a diagnosis known as Reactive Attachment Disorder (RAD) (Steinhart et al., 2012). REACTIVE ATTACHMENT DISORDER IN CHILDREN 3 RAD can allow a child to fail to initiate or respond in developmentally appropriate ways that are socially unacceptable within mainstream society (Hornor, 2008). Children often demonstrate behaviors that are inhibited, hypervigilant, or highly ambivalent and contradictory in response to social interactions (Hornor, 2008). These behaviors are certainly seen as challenges for children as they are striving to develop new healthy and trusting relationships. In addition, the child dealing with RAD often exhibits negative conduct behaviors (Hornor, 2008). Steinhart et al. (2012) brought forth a study that was conducted in 2005 by Lake which indicated that 38-40% of toddlers who experienced poor care-giving and were removed from their homes showed signs of RAD. Be that as it may, a greater understanding is needed to address the impact of the Social and Health Services and how it functions as a system. In order to adequately assess the issue at hand, one can turn to Social Work to address the fundamental delivery of service and its implications as a system while further exploring the inner relationship of the individual, mother to child. The discipline of Social Work offers the opportunity to not only view the situation from a system perspective but to assess the situation from a client-centered perspective. Social Work is truly a discipline that will recognize the client’s areas for growths and strengths. To ignore the qualities of the client whether it be negative and/or positive, is to distract from the goal of representing the consumer in hopes of advocating for change. By establishing a Single-Subject Design (SSD) client -centered approach to address this problem will help better understand the development and treatment of RAD, social workers can begin to support children who are placed in foster care and provide their new care givers with the adequate tools to cope with and manage symptoms of RAD. Sadly, in 2009, the Department of Health and Human Services (DHHS) REACTIVE ATTACHMENT DISORDER IN CHILDREN 4 reported over 460,000 children who were placed into foster homes during the previous year (DHHS, 2009). Evidence–Based Practice Intervention In order to affect positive change, a thorough and complete grasp of knowledge is needed when seeking a comprehensive understanding of RAD. In terms of having a technique that will address the issue of RAD, many treatment protocols have been introduced. However, scientifically supported is Parent-Child Interaction Therapy (PCIT). This form of therapy has been identified as an evidence-based treatment specifically to address RAD. PCIT, as described by Thomas and Herschel (2013) states that the treatment can be delivered into two phases. The first phase is identified as the Child Directed Interaction (CDI) with the second being called the Parent Directed Interaction (PDI) (Thomas and Herschel, 2013). In both phases, the main objective is to teach the parents how to communicate efficiently and effectively. Communication is a skill that is highly valued because it will foster positive parentchild relationships. Furthermore, it will allow the parents to identify strategies of differential reinforcement (Thomas and Herschel, 2013). PICT proves to be highly attractive to address RAD due to the notion that PICT takes its foundation from attachment theory principles. In addition, PICT has been studied to determine its effectiveness in preventing child maltreatment (Thomas and Zimmer-Gembeck, 2011). More in-depth observation is needed which would serve to provide a greater focus on the foster families who are taking on the role as primary caregiver to children who display symptoms of RAD. In order to gain more insightful knowledge, a client system would foster families and children ages 5-10. Such a focus on the age would allow researchers opportunity to understand how early intervention during development can reduce symptoms of RAD in adolescents. REACTIVE ATTACHMENT DISORDER IN CHILDREN 5 Effective assessment and the use of the evidence-based treatment modality will be necessary for researchers. The study would entail the client to attend a group meeting once a week for three months. The goal is to reduce symptoms of Reactive Attachment Disorder in foster families and children ages 5-10. Literature Review (Dickmann and Allen, 2017) in their article, “Parent-Child Interaction Therapy for the Treatment of Disinhibited Social Engagement Disorder” argue that reactive attachment disorder currently known as Disinhibited Social Engagement Disorder is a common condition that affects millions of children around the world. The problem arises from a severe deprivation of the child early in their life. In their analysis, they contend the idea that evidence-based parent-focused behaviors such as parent-child interactions are one of the more efficient ways of treating the condition in children. They argue that Parent-Child Interaction Therapy (PCIT) is a wellvalidated parent-focused behavior management training that can offer a direct result if explored. However, a similar view as the one presented by (Dickmann and Allen, 2017) is also held by (Hosogane, Kodaira, Kihara Saito, and Kamo, 2018) in their article “Parent-Child Interaction Therapy (PCIT) for young children with Attention-Deficit Hyperactivity Disorder (ADHD)” and (Suzuki and Tomoda, 2015) in their article, “Roles of attachment and self-esteem: impact of early life stress on depressive symptoms among Japanese institutionalized children”. According to (Hosogane et al., 2018) and (Suzuki and Tomoda, 2015), children experiencing Disinhibited Social Engagement Disorder may be treated through Parent-Child Interaction Therapy (PCIT) since this is an evidence-based intervention that offers a psychotherapy treatment for children suffering some forms of disruptive behaviors. REACTIVE ATTACHMENT DISORDER IN CHILDREN 6 (Cooley, Veldorale-Griffin, Petren, and Mullis, 2014) conducted a meta-analysis of Parent-Child Interaction Therapy (PCIT) on child behavior outcomes and concluded that ParentChild Interaction Therapy (PCIT) is one of the most effective evidence-based intervention therapies. The therapy provides an effective way to ensure a child-parent engagement which is one of the key outcome measures of the treatment. According to them, Parent-Child Interaction Therapy (PCIT) focuses on helping parents improve the quality of interaction with their children, help in communicating behavioral expectations clearly and more importantly provide an appropriate consequence for child behavior. (Graziano et al., 2015) contends to the fact that parent-training intervention is a feasible and effective treatment for young children with externalizing behavior. The clinical implications of Parent-Child Interaction Therapy according to (Graziano et al., 2015) is that it offers an effective way of improving a child’s behavioral impairment in a very brief period. (Carpenter, Puliafico, Kurtz, Pincus, and Comer, 2014) in their articles, “Extending parent-child interaction therapy for early childhood internalizing problems: New advances for an overlooked population” and “Preventing maltreatment with a community-based implementation of parent-child interaction therapy” respectively offers the same idea presented by (Graziano et al., 2015). According to them, Parent-Child Interaction Therapy targets child symptoms by directly reshaping the parent-child interaction patterns that are linked with the symptoms identified. (Niec, Barnett, Prewett., and Shanley, 2016) conducted a meta-analysis of the Group Parent-Child Interaction Therapy with a view to evaluating the relevance of Parent-Child Interaction Therapy as one of the most effective means of treating children with interaction problem. According to them, Parent-Child Interaction Therapy is a parent management training REACTIVE ATTACHMENT DISORDER IN CHILDREN 7 technique that focuses on identifying the unique behaviors of children and centers on aligning the parent’s behavior towards nurturing child behavior. (Niec, et al., 2016) agrees to the fact that children with behavior problems often have low self-esteem because they were exposed to an environment of either neglect or abuse. (Ward, Theule, and Cheung, 2016) agree to the fact that Parent-Child Interaction Therapy (PCIT) has a significant effect of improving the externalizing behavior of children. According to them, children exposed to aggression or neglect in their early life has a significant challenge when it comes to interaction. In other words, the primary caregivers have the most significant responsibility of shaping the behavior or children in their early life. In light of the high prevalence rates of reactive attachment disorder and childhood anxiety disorders, (Brendel, and Maynard,2014) argue that childhood anxiety disorders have been linked to significant negative implications which in this case include low self-esteem, academic and family problems, depression, substance abuse later in life, and other social problems for children across social domains. The same philosophy is echoed by (Buss, Warren, and Horton, 2015) who argue that childhood trauma is a severe problem during childhood. According to them, family-based therapies such as Parent-Child Interaction Therapy offer a useful evidence-based intervention that is critical for the treatment of childhood conditions such as reactive attachment disorders or anxiety. (Thomas, Webb, and Zimmer-Gembeck, 2017) however, argues that disorders of attachment are consistently prevalent among children following their severe deprivation in their early life. They say that although little is known about whether signs of this condition persist until adolescent, it is essential to consider family-based interventions such as Parent-Child REACTIVE ATTACHMENT DISORDER IN CHILDREN 8 Interaction Therapy as this center on the child behavior and aligns the parent’s action towards the same. Although many studies have pointed out the strengths of Parent-Child Interaction Therapy as one of the psychological treatments for children with reactive attachment disorder, it is imperative to understand that many studies have also pointed out some of the potentially harmful psychological treatments for children with reactive attachment disorder and other related psychological problems. (Mercer, 2017) pointed out that the psychological treatment should be relevant and should address the intended psychological problem in children. However, there are some psychological treatments that often than not are potentially harmful for use. Such therapeutic psychological treatments have a potential harmful effect on the child’s mental condition. Attachment Therapy is one of the evidence based psychological interventions that has failed to provide psychological treatment for children who suffer from psychological conditions such as reactive attachment disorder. This treatment modality according to (Mercer, 2017) has been discredited due to its failure to provide a dynamic and effective intervention for children who suffer from psychological problems. (Wendt Gone, and Nagata, 2015) shares the same perspective and highlights Attachment Holding Therapy as another failed psychological intervention. According to them, the attachment holding therapy has been implicated in many child deaths around the country. The therapy has failed in its intervention and can no longer be used as an effective intervention for children with behavioral or psychological problems. (Grzanka and Miles,2016) in their study of intersecting identities evaluated the strengths and weaknesses of affirmative therapy which is one of the psychological interventions and concluded that the therapy does provide an effective intervention to help restore and treat children/adolescents with psychological problems. They highlighted the potential harm of the use REACTIVE ATTACHMENT DISORDER IN CHILDREN 9 of this therapy especially among children with reactive attachment problems as well as adolescents with intersecting identities. Their conclusion was that affirmative therapy has some discriminatory practices that can potentially harm the subject. Based on considerable research and review of previous literature in their study, they contend to the idea of other researchers who have discredited this therapeutic model as an evidence-based intervention. Research Question and Hypothesis It is hypothesized that the use of Parent-Child Interaction Therapy in foster families for children ages 5-10 years old will reduce symptoms of Reactive Attachment Disorder. The independent variable is the treatment modality – PCIT and the dependent variable is the change in symptoms of RAD. The research question will be: Is the use of Parent-Child Interaction Therapy able to reduce symptoms of the Reactive Attachment Disorder in foster families and their children? REACTIVE ATTACHMENT DISORDER IN CHILDREN 10 References Brendel, K. E., & Maynard, B. R. (2014). Child–parent interventions for childhood anxiety disorders: A systematic review and meta-analysis. Research on Social Work Practice, 24(3), 287-295. [Google Scholar] Buss, K. E., Warren, J. M., & Horton, E. (2015). Trauma and Treatment in Early Childhood: A Review of the Historical and Emerging Literature for Counselors. Professional Counselor: Research & Practice, 5(2). [Google Scholar] Carpenter, A. L., Puliafico, A. C., Kurtz, S. M., Pincus, D. B., & Comer, J. S. (2014). Extending parent–child interaction therapy for early childhood internalizing problems: New advances for an overlooked population. Clinical child and family psychology review, 17(4), 340-356. [Google Scholar] Cooley, M. E., Veldorale-Griffin, A., Petren, R. E., & Mullis, A. K. (2014). Parent–Child Interaction Therapy: A meta-analysis of child behavior outcomes and parent stress. Journal of Family Social Work, 17(3), 191-208. [Google Scholar] Dickmann, C. R., & Allen, B. (2017). Parent–Child Interaction Therapy for the Treatment of Disinhibited Social Engagement Disorder: A Case Report. Evidence-Based Practice in Child and Adolescent Mental Health, 2(1), 19-29. [Google Scholar] Graziano, P. A., Bagner, D. M., Slavec, J., Hungerford, G., Kent, K., Babinski, D., & Pasalich, D. (2015). Feasibility of intensive parent–child interaction therapy (I-PCIT): results from an open trial. Journal of psychopathology and behavioral assessment, 37(1), 38-49. [Google Scholar] REACTIVE ATTACHMENT DISORDER IN CHILDREN 11 Grzanka, P. R., & Miles, J. R. (2016). The problem with the phrase “intersecting identities”: LGBT affirmative therapy, intersectionality, and neoliberalism. Sexuality Research and Social Policy, 13(4), 371-389. [Google Scholar] Hornor, G., (2008). Reactive attachment disorder. Journal of Pediatric Health Care, 22(4), 234239. Hosogane, N., Kodaira, M., Kihara, N., Saito, K., & Kamo, T. (2018). Parent–Child Interaction Therapy (PCIT) for young children with Attention-Deficit Hyperactivity Disorder (ADHD) in Japan. Annals of General Psychiatry, 17(1), 9. [Google Scholar] Mercer, J. (2017). Evidence of potentially harmful psychological treatments for children and adolescents. Child and adolescent social work journal, 34(2), 107-125. [Google Scholar] Niec, L. N., Barnett, M. L., Prewett, M. S., & Shanley Chatham, J. R. (2016). Group parent– child interaction therapy: A randomized control trial for the treatment of conduct problems in young children. Journal of consulting and clinical psychology, 84(8), 682. [Google Scholar] Steinhart, M. A., Scott, D. A, and Barfield, H. G. (2012) Reactive attachment disorder in adopted and foster care children: Implications for mental health professionals. The Family Journal, 20(4), 355-360. Suzuki, H., & Tomoda, A. (2015). Roles of attachment and self-esteem: impact of early life stress on depressive symptoms among Japanese institutionalized children. BMC psychiatry, 15(1), 8. [Google Scholar] REACTIVE ATTACHMENT DISORDER IN CHILDREN 12 Thomas, R., Abell, B., Webb, H. J., Avdagic, E., & Zimmer-Gembeck, M. J. (2017). Parentchild interaction therapy: A meta-analysis. Pediatrics, 140(3), e20170352. [Google Scholar] Thomas, R., and Herschel, A. (2013). Parent-child interaction therapy: A manualized intervention for the therapeutic child welfare sector. Child Abuse & Neglect, 37(8), 578584. Ward, M. A., Theule, J., & Cheung, K. (2016, October). Parent–child interaction therapy for child disruptive behavior disorders: A meta-analysis. In Child & Youth Care Forum (Vol. 45, No. 5, pp. 675-690). Springer US. [Google Scholar] U.S. Department of Health and Human Services. (2009). The AFCARS Report: Preliminary FY 2008 Estimates as of October 2009 (16). Retrieved January 7, 2010, from www.acf.hhs.gov/programs/cb/stats_research/afcars/tar/report16.htm Wendt, D. C., Gone, J. P., & Nagata, D. K. (2015). Potentially harmful therapy and multicultural counseling: Bridging two disciplinary discourses. The Counseling Psychologist, 43(3), 334-358. [Google Scholar] Running Head: REACTIVE ATTACHMENT DISORDER IN CHILDREN 1 Reactive Attachment Disorder in Children: Evaluation Proposal: Part II Shelley Richardson The Catholic University of America National Catholic School of Social Service February 24, 2019 EVALUATION PROPOSAL PART II 2 Introduction The aim of this proposal is to examine the theoretical framework of social work and its correlation with the evidence-based practice intervention known as Parent-Child Interaction Therapy PCIT. In exploring the relationship of Attachment Theory and the discipline of social work, this paper also discusses the research question and hypothesis, methodology, data collection plan, human subject concerns, data analysis plan, implications, and recommendations for future SSD. Research Question and Hypothesis It is hypothesized that the use of Parent-Child Interaction Therapy (PCIT) in foster families for children ages 5-10 years old will reduce symptoms of Reactive Attachment Disorder. The independent variable is the treatment modality–PCIT, and the dependent variable is the change in symptoms of RAD. The research question will be: Is the use of Parent-Child Interaction Therapy able to reduce symptoms of the Reactive Attachment Disorder in foster families and their children? Methodology Evaluation Design The Single-Subject Design (SSD) that will be used to test the stated hypothesis is the reversal design, also known as the A-B-A design. The A-B-A design is the most appropriate design to test the hypothesis because it will determine whether or not the utilization of ParentChild Interaction Therapy in foster families for children ages 5-10 years will minimize symptoms of Reactive Attachment Disorder. Fundamentally, the reversal design uses three phases. In phase A, which is the first phase, a baseline is determined for the dependent variable. EVALUATION PROPOSAL PART II 3 This is the phase of responding before any form of treatment is introduced, and thus the baseline stage serves as a form of control condition. Regarding the context of this study, in Phase A, the baseline is ascertained for the level and symptoms of RAD. In other words, the symptoms of RAD are determined before PCIT is introduced (Bloom & Orme, 2009). When a stable level responding is determined, the researcher initiates Phase B, where the treatment is introduced. In this phase, PCIT is introduced to the participants. There may be a stage of modification to the treatment during which the behavior of interest becomes more flexible and starts to decrease or increase. Like Phase A, in Phase B, the researcher waits until the dependent variable is steady to determine whether it (dependent variable) has changed. In other words, in this stage, the PCIT is introduced, and the researcher observes whether the treatment impacts/changes the symptoms of RAD. The final phase is Phase A. In the last phase, the researcher eliminates the treatment and waits until the dependent variable is steady. Within the context of the study, the researcher removes the PCIT and waits until the symptoms of RAD are steady. It is in this phase that the researcher determines whether or not treatment alternative was effective (Brendel, & Maynard, 2014). The three threats pertaining to A-B-A’s internal validity are history, testing, and instrumentation. The threat of history may occur when the institution of the independent variable, in this case, the treatment alternative of PCIT, may overlap with other events in the participant’s life. Furthermore, regarding the threat of testing, changes in the dependent variable, in this case, the symptoms of RAD may have been caused by repeated exposure to the experimental schedules. Lastly, the internal validity threat of instrumentation may occur when EVALUATION PROPOSAL PART II 4 changes depict alterations in the measurement framework instead of the independent variable (treatment module- PCIT) (Buss, Warren, & Horton, 2015). Participant Criteria Random sampling will be used to select participants from the population. With this approach, everyone in the target population has an equal opportunity of being selected. Random sampling is appropriate for this study because it will assist in representing the target population as well as remove sampling bias. Moreover, the criteria that will be used to determine eligibility for participants in the research study include age, medical history, and residential system (foster homes). Essentially, eligible participants for the study must be children between the ages of 5 and 10, must present symptoms of Reactive Attachment Disorder, and the participants must be raised up by foster families (Carpenter, et al. 2014). The two threats regarding the design’s external validity that are most applicable to the context of this study are the interaction effect of testing and reactive effects of experimental arrangements. With the interaction effect of testing, this threat occurs when the pre-test hints the participants to react in a particular manner to the experimental treatment that would not occur in the absence of the pre-test. Reactive effects of experimental arrangements occur when the participants are aware that they are partaking in an experiment and feeling the novelty of it. “This threat is also known as the Hawthorne effect” (Cooley, Veldorale-Griffin, Petren, & Mullis, 2014, para 3). With the Hawthorne effect, the participants (children ages 5-10) modify their behaviors because they are aware they are being experimented on (Cooley, VeldoraleGriffin, Petren, & Mullis, 2014). EVALUATION PROPOSAL PART II 5 Based on the generalizability of the SSD’s potential findings, it is determined after a comprehensive study that the use of Parent-Child-Interaction Therapy in foster families for the selected participants will minimize symptoms of Reactive Attachment Disorder. The abovementioned external validity threats minimize the generalizability of the results. For instance, it will be difficult for the researcher to determine whether or not the PCIT treatment works effectively in reducing RAD with the presence of external validity threats. In other words, threats to external validity will likely impact the outcome and findings of the research study significantly (Dickmann, & Allen, 2017). Dependent Variable The dependent variable for this study is the changes in symptoms of RAD. Conceptual variables are essentially the facets that need to be measured. In this case, the conceptual definition of the research’s dependent variable is changes in symptoms of Reactive Attachment Disorder. A RAD is a form of disorder whereby a child fails to develop healthy, firm affections to a caregiver because he/she endured emotional and/or physical neglect. The operational definition, on the other hand, informs the researcher how to measure the concept. Behavioral observation and individual rating scale will be used to measure the changes in symptoms of RAD. Some of the symptoms that will be analyzed to determine whether or not they have changed include unexplained withdrawal and sadness, minimum or no social interaction, failure to smile, and failure to seek assistance or support (Graziano, et al. 2015). The researcher will use an individualized rating scale to measure the dependent variable. Typically, this scale will be utilized to monitor the reaction of the participants regarding the changes in symptoms of RAD. For instance, a Likert scale will be used to elicit responses from EVALUATION PROPOSAL PART II 6 the participants and can range between 1 and 5: 1 signifying strongly agree, and 5 meaning strongly disagree. Each participant will be given a questionnaire with a list of questions that he/she is supposed to answer using the Likert scale criteria. Additionally, behavior observation will be used by the researcher to assess the behaviors of the participants. This approach involves observing the participants in typical environments and recording how they respond to the treatment as far as changes in the symptoms of RAD are concerned. For instance, the researcher may observe the children in the foster family setting and assess how PCIT impacts symptom changes of RAD (Suzuki, & Tomoda, 2015). With behavioral observation, the validity and reliability of this measure that can be established are content validity and interrater reliability. Content validity assesses how behavioral observation represented all the components of a construct. For instance, content validity will reflect how the researcher measured the behavioral changes of the participants with respect to changes in symptoms of RAD. Interrater reliability, on the other hand, measures the consistency of the judgment that is concluded on the same stimulus. In other words, this form of reliability entails the observation that the researcher makes when he/she collects observational information about the participants (Steinhart, Scott, & Barfield, 2012). Internal consistency reliability and construct validity will be established with the use individualized rating scale. With internal consistency reliability, the consistency of results across elements within the test will be assessed. With construct validity, the cause and effect of the constructs will be measured to determine how they align with the real-world scenario they ate projected to model. Particularly, convergent validity will be ascertained to determine how measures of constructs correlate (Niec, Barnett, Prewett, M. & Shanley Chatham, 2016). EVALUATION PROPOSAL PART II 7 Independent Variable The independent variable is the treatment modality-PCIT. The conceptual definition of this independent variable is Parent-Child Interaction Therapy. PCIT entails the combination of behavioral and plays therapy for children and their caregivers. The PCIT treatment can be delivered into two stages. The first stage is known as the Child-Directed Interaction (CDI) whereas the second stage is referred to as the Parent-Directed Interaction (PDI). It should be noted that in both stages, the major goal is to teach the parents and caregivers how to communicate effectively. Moreover, the application of PCIT would be measured with respect to its length and timing based on the pattern and quality of parent-child interaction before, during, and after the intervention (Niec, Barnett, Prewett, M. & Shanley Chatham, 2016). Data Collection Plan The data for both baseline and intervention phases will be collected using in-depth observation. As mentioned, the participants will include children, and therefore data will be collected from these participants. The researcher will physically observe the participants and in some instances will video-record them for documentation purposes. The data will be collected for 6 hours per day for one week. In Phase A (baseline), 5 data will be included, and in Phase B (intervention) and Phase C, 3 and 1 data points will be included respectively. Furthermore, special training and assistance will be given as part of the data collection process. Since the participants are children, they will require guidance and additional help from their caregivers and members of the research team (Bloom & Orme, 2009). EVALUATION PROPOSAL PART II 8 Human Subject Concerns Since the participants will be children, the researcher will obtain informed consent from their caregivers and foster parents. Some of the information that will be included in the informed consent form includes benefits and risks of participating in the research, the purpose of the research, experimental procedures, and duration of the study (Niec, Barnett, Prewett, M. & Shanley Chatham, 2016). Data Analysis Regarding operational definition 1 of the dependent variable, the data analysis method that will be used to analyze the collected data is descriptive statistics. This method offers simple outlines regarding the sample and the measures, and it utilizes graphics analysis. This method is appropriate because it describes what the data shows. In order to test the hypothesis, several procedures must be followed. First, an alternative and a null hypothesis will be set followed by the determination of the test criterion. The information obtained from the samples will then be analyzed using descriptive statistics and plotted in graphs (Hosogane, Kodaira, Kihara, Saito, & Kamo, 2018). For operational definition 2 of the dependent variable, the visual analysis will be used to analyze the data. This data analysis approach is appropriate because it utilizes analytical reasoning as well as visual interfaces to present data. To test the hypothesis to determine whether or not it was accurate and resulted in the desired outcome, several steps must be followed. The first step involves setting a null and alternative hypothesis and ascertaining the test criteria. The next procedure is to collect the desired data and then analyze them using visual analysis approach. The heterogeneous data sources will then be incorporated before applying visual EVALUATION PROPOSAL PART II 9 analysis. It should be noted that visualizations enable the researcher to interact with automatic approaches by altering factors or choosing other analysis processes (Hornor, 2008). Implications for Social Work Practice The aspects presented in this study may inform social work practice from both knowledge-building and knowledge-using perspectives. With information about Reactive Attachment Disorder, social workers may understand the nature, causes, symptoms, and treatment alternatives of this disorder. In other words, information about RAD provides an insight into social workers on how to handle this disorder and also how to manage and prevent it. The mentioned facets will build not only social work practice knowledge but also allow social workers to adopt them practically (Bloom & Orme, 2009). In addition to the problem, the intervention also shapes social work practice theoretically and practically. According to Bloom, Fischer, & Orme (2009), the clinical implication of PCIT is that it offers a suitable alternative for improving a child’s behavioral impairment in a very brief period. The authors further claim that this intervention method targets child symptoms by directly reshaping the parent-child interaction patterns that are linked with the symptoms. In other words, the field of social work is impacted significantly by the information regarding the problem and the solution (treatment alternative). Theoretically, based on this data, social workers have sufficient information to build their knowledge about RAD and PCIT. Practically, they can apply this knowledge to their profession and tackle real-life situations (Bloom & Orme, 2009). EVALUATION PROPOSAL PART II 10 Recommendation for Future SSD One of the advanced SSDs outlined by Bloom et al. (2009) is the multiple baseline design (A-B). Multiple baseline design can be used to address the limitations of the reversal design. In one form of the design, a baseline is identified for each of the multiple participants, and the treatment is initiated for each participant. Essentially, the A-B design is used to test each participant. The major concept with this approach is that the treatment is initiated at a different period for each participant (Bloom & Orme, 2009). The underlying notion with multiple baseline design is that if the DV changes when the treatment is initiated for one participant, it may happy by chance or luck. However, if the DV changes when the treatment is given to multiple participants, then it is improbable to be coincidentally. Therefore, since the A-B-A SSD design has several limitations, the next logical design to be utilized is the A-B design. With the utilization of the A-B design, the PCIT will be introduced at a different period for each participant. If symptoms of RAD changes when PCIT is introduced for one participant, then the outcome will be regarded coincidentally. Nonetheless, if symptoms of RAD changes when PCIT is introduced for various participants, then the outcome will not be considered to be a coincident. In other words, if symptoms of RAD changes when the treatment is given to several participants, it means that the treatment can be considered effective (Bloom & Orme, 2009). EVALUATION PROPOSAL PART II 11 References Bloom, F. Orme (2009) Evaluating practice. Guidelines for the accountable professional. Brendel, K. E., & Maynard, B. R. (2014). Child–parent interventions for childhood anxiety disorders: A systematic review and meta-analysis. Research on Social Work Practice, 24(3), 287-295. [Google Scholar] Buss, K. E., Warren, J. M., & Horton, E. (2015). Trauma and Treatment in Early Childhood: A Review of the Historical and Emerging Literature for Counselors. Professional Counselor: Research & Practice, 5(2). [Google Scholar] Carpenter, A. L., Puliafico, A. C., Kurtz, S. M., Pincus, D. B., & Comer, J. S. (2014). Extending parent–child interaction therapy for early childhood internalizing problems: New advances for an overlooked population. Clinical child and family psychology review, 17(4), 340-356. [Google Scholar] Cooley, M. E., Veldorale-Griffin, A., Petren, R. E., & Mullis, A. K. (2014). Parent–Child Interaction Therapy: A meta-analysis of child behavior outcomes and parent stress. Journal of Family Social Work, 17(3), 191-208. [Google Scholar] Dickmann, C. R., & Allen, B. (2017). Parent–Child Interaction Therapy for the Treatment of Disinhibited Social Engagement Disorder: A Case Report. Evidence-Based Practice in Child and Adolescent Mental Health, 2(1), 19-29. [Google Scholar] Graziano, P. A., Bagner, D. M., Slavec, J., Hungerford, G., Kent, K., Babinski, D., ... & Pasalich, D. (2015). Feasibility of intensive parent–child interaction therapy (I-PCIT): results from EVALUATION PROPOSAL PART II 12 an open trial. Journal of psychopathology and behavioral assessment, 37(1), 38-49. [Google Scholar] Hornor, G., (2008). Reactive attachment disorder. Journal of Pediatric Health Care, 22(4), 234239. Hosogane, N., Kodaira, M., Kihara, N., Saito, K., & Kamo, T. (2018). Parent–Child Interaction Therapy (PCIT) for young children with Attention-Deficit Hyperactivity Disorder (ADHD) in Japan. Annals of General Psychiatry, 17(1), 9. [Google Scholar] Niec, L. N., Barnett, M. L., Prewett, M. S., & Shanley Chatham, J. R. (2016). Group parent– child interaction therapy: A randomized control trial for the treatment of conduct problems in young children. Journal of consulting and clinical psychology, 84(8), 682. [Google Scholar] Steinhart, M. A., Scott, D. A, and Barfield, H. G. (2012) Reactive attachment disorder in adopted and foster care children: Implications for mental health professionals. The Family Journal, 20(4), 355-360. Suzuki, H., & Tomoda, A. (2015). Roles of attachment and self-esteem: impact of early life stress on depressive symptoms among Japanese institutionalized children. BMC psychiatry, 15(1), 8. [Google Scholar]
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Explanation & Answer

Attached.

Evaluation Proposal

Tabitha Martin
The Catholic Univeristy of America
SSD_756_Evaluation of Social Work
Pracice

Background/Context of the Problem







Problem
Children placed in the foster care system are often at
risk of getting Reactive Attachment Disorder (RAD).
RAD occurs as a result of a child getting detached from
their parents.
Consequences
Separating children from parents triggers
consequences such as depression, relationships
problems, anger problems, and antisocial behaviors on
children (Carpenter et al., 2014).
Children in foster care develop signs of anxiety and
delayed growth.

Background/Context of the Problem
Cont…”






Consequences Cont..”
RAD is associated with negative conduct behaviors in children.
Approximately 30-40% of children between 5 to 10 years who
were detached from their homes show signs of RAD (Carpenter
et al., 2014).
RAD has been linked to low self-esteem, substance abuse in an
earlier life, and academic problems (Suzuki & Tomoda, 2016).
Other consequences of RAD include childhood trauma,
aggression, and suicidal thoughts and behaviors.

Backg...


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