Date of Conferral
2020
Degree
Ph.D.
School
Psychology
Advisor
Tracy L. Mallett
Abstract
Research has indicated that levels of attachment behavior by individuals with intellectual disability toward professional staff in a residential setting prevent dysregulated behavior. Although challenging behaviors are not part of the diagnostic criteria for an ASD, these behaviors are frequently observed in the forms of property destruction and disruptive/aggressive behaviors. The purpose of this study was to examine the attachment relationship of individuals diagnosed with an autism spectrum disorder (ASD) toward the therapeutic support staff (TSS) assigned to their case as indicated by the display of challenging behaviors (self-injurious, stereotypical and aggressive behavior). Levels of attachment were measured by the Secure Base Safe Haven Observation (SBSHO) List, the display of challenging behaviors was measured by the Behavior Problems Inventory (BPI), and a multiple regression analysis was used to examine the relationship between variables. A convenience sample of 128 TSS workers from 6 behavioral health agencies and 12 school districts throughout northeastern Pennsylvania completed the assessment tools. TSS workers completed the SBSHO List, and teachers of the children diagnosed with ASD completed the BPI. The results of the study did not indicate significant predictor values in determining the effect of attachment relationships on challenging behaviors involving children with ASD. However, the findings of this research contribute to social change by indicating the continued importance of research on attachment relationships in providing TSS for individuals diagnosed with ASD and prevention of challenging behaviors as the field is evolving.
Recommended Citation
Hughes, Karen Kotchik, "Autism Spectrum Disorder and the Impact of Attachment Behavior Toward Therapeutic Staff Support" (2020). Walden Dissertations and Doctoral Studies. 9374.
https://scholarworks.waldenu.edu/dissertations/9374
