Non-violent resistance and family accommodation: A trans-diagnostic solution to a highly prevalent problem

"Turning back the clock": A positive strategy for changing unacceptable youth behavior

This paper describes "Turning back the clock" (TBC)-an innovative strategy addressing unacceptable or coercive youth behavior based on nonviolent principles, inspired by the nonviolent resistance movement (NVR)-also called connecting authority or caring authority (CA) approaches to guidance and supervision of parents and other adults. Variants of NVR/CA have been evaluated as effective in RCT and pre-post designs. TBC has not been evaluated regarding its effectiveness but shows promising usability in case studies. The aim of this description of the TBC strategy is to encourage development and testing of its usability on large scale to improve it and pave the way for effectiveness evaluations. The core of TBC is to create possibilities for improving behavior without delay by negotiating the social timeline narrative. This allows improvement through reenactment of events immediately after having said or done something unfortunate or unacceptable instead of waiting for the next comparable situation. Adults introduce the strategy by modeling it before youths are encouraged to improve their own misbehavior immediately without waiting for a later opportunity. Finally, adults declare that a set of unacceptable behaviors will be considered disqualifying to any request or demand, but that attempting again as if it had not happened can be a possibility: Using the TBC strategy. This declaration is intended to increase youth's interest in using TBC themselves, and with successful use reduce escalation of conflicts into coercion and threats.

The Relations between Repetitive Behaviors and Family Accommodation among Children with Autism: A Mixed-Methods Study

Restricted and repetitive behaviors and interests (RRBI) are a significant component in diagnosing autism spectrum disorder (ASD). They often pose the main challenge in day-to-day functions for children with ASD and their families. Research addressing family accommodation behaviors (FAB) in the ASD population is scarce, and associations with the characteristics of the children's behaviors are unclear. This sequential mixed-methods study assessed the correlation between RRBI and FAB within the ASD group to deepen the understanding of parents' subjective experiences regarding their children's RRBI. It included a quantitative phase with a follow-up qualitative study. A total of 29 parents of children with autism (5-13 yr) completed the study questionnaires; a total of 15 also were interviewed regarding their children's RRBI and related FAB. We used the Repetitive Behavior Scale-Revised (RBS-R) to assess RRBI, and the Family Accommodation Scale (FAS-RRB) to assess FAS. In-depth interviews from phenomenological methodology were used in the qualitative phase. We found significant positive correlations between the RRBI and FAB overall and their subscores. Qualitative research supports these findings, adding descriptive examples of the accommodations families make to address the RRBI-related challenges. The results indicate relations between RRBI and FAB and the importance of practically addressing children with autism's RRBI and their parents' experiences. Both affect and are affected by the children's behaviors.

Parent training for dependent, yet abled, young adults

The term Failure to launch (FTL) has been used to describe abled adults who do not work, do not attend school, and live with- and at the expense of-their parents. FTL can be beneficially addressed through parent training, a treatment method that is rarely used with adults (i.e., individuals past the age of majority). The authors first review the goals of parent training programs offered to parents of adults. The review demonstrates that these goals dovetail with key aspects of FTL. The authors then describe a new parent training approach for parents of individuals with FTL, based on SPACE (Supportive Parenting for Anxious Childhood Emotions). They highlight five key components of SPACE-FTL: Psychoeducation, Reducing Parental Accommodation, Increasing Parental Support, De-Escalation, and Engaging Supporters. The authors conclude by discussing SPACE-FTL in relation and comparison to other parent training programs and their components.