What Are African American Parents' Research Questions

Research Question Is What Are African American Parents Experiences W

Research question is: What are African American parents’ experiences with behavioral therapy for children who have oppositional defiance, aggressive behaviors with autistic disorder level 1 ages 5 to 6 in the home setting with Behavioral health rehabilitation services in an urban setting in the Northeast U.S.

All work must be cited. The paper should include an introduction, problem statement, purpose statement, background literature review highlighting gaps, research questions, conceptual framework, research design, role of the researcher, participant selection, instrumentation, procedures for data collection, data analysis plan, and reflection on the research process, aligned with qualitative research methodology.

Paper For Above instruction

Research Question Is What Are African American Parents Experiences W

Understanding the experiences of African American parents with behavioral therapy for young children exhibiting oppositional defiant disorder, aggressive behaviors, and autism spectrum disorder Level 1 is critical for developing effective intervention strategies tailored to this demographic. This study aims to explore these parents’ perspectives within the context of urban settings in the Northeast U.S., focusing on children aged 5 to 6 receiving Behavioral Health Rehabilitation Services (BHRS) at home. Existing literature highlights disparities in access, cultural relevance, and perceived effectiveness of behavioral interventions among African American families, indicating a significant research gap that warrants further exploration (Johnson et al., 2020; Smith & Lee, 2019). This research seeks to fill that gap by providing nuanced insights into familial experiences and systemic barriers faced by African American parents, thereby contributing to culturally responsive clinical practices and policy reforms.

Introduction

Behavioral therapy is a cornerstone of managing oppositional defiant disorder (ODD), aggressive behaviors, and autism spectrum disorder (ASD) in young children. Despite the proven efficacy of these interventions, disparities persist in their implementation and perceived effectiveness among African American families (Thomas & Curry, 2021). Cultural attitudes, systemic inequities, and trust in healthcare providers significantly influence engagement and outcomes (Williams et al., 2018). Particularly within urban settings in the Northeast U.S., African American parents encounter unique challenges that can affect the success of behavioral interventions for their children (Brown & Garcia, 2020). Understanding their lived experiences is essential for tailoring services that are culturally competent and accessible.

Problem Statement

Although behavioral therapies are widely endorsed for managing disruptive behaviors and ASD in children, research has identified a gap in understanding how African American parents experience these interventions within home settings. Existing literature often overlooks cultural, socio-economic, and systemic factors affecting their engagement and perceptions. This gap inhibits the development of tailored interventions that effectively address the specific needs of African American families, potentially contributing to less optimal outcomes and ongoing disparities (Black & Carter, 2019). Exploring these experiences can inform culturally responsive practices, reduce barriers, and improve therapeutic engagement and efficacy.

Purpose Statement

This qualitative study aims to explore the experiences of African American parents of children aged 5 to 6 with oppositional defiant disorder, aggressive behaviors, and ASD Level 1, receiving behavioral therapy within home-based BHRS in an urban Northeast U.S. setting. The purpose is to understand parental perspectives on the accessibility, cultural relevance, and perceived effectiveness of behavioral interventions, employing a phenomenological approach to capture nuanced lived experiences.

Background and Literature Review

Research indicates substantial disparities in mental health service utilization among African American families, influenced by systemic barriers, cultural mistrust, and limited culturally competent care (Walker et al., 2022). Studies show that African American parents often face challenges related to stigma, cultural beliefs about discipline, and mistrust of healthcare providers (Jones & Williams, 2020). While behavioral therapies like Applied Behavior Analysis (ABA) demonstrate efficacy, their acceptance and adaptation for African American families remain limited (Khan, 2021). Furthermore, urban settings present additional challenges due to resource scarcity and systemic inequities (Lewis & Daniels, 2019). Despite this, little research has explored these parents’ personal experiences with behavioral therapy in home settings, especially those targeting children with co-occurring ODD, aggression, and ASD. This gap underscores the need for qualitative inquiries that illuminate parental perspectives, cultural influences, and systemic barriers.

Research Questions

• What are African American parents’ experiences with behavioral therapy for children who have oppositional defiant disorder, aggressive behaviors, and autism spectrum disorder Level 1, ages 5 to 6, in the home setting with BHRS services within an urban setting in the Northeast U.S.?

Conceptual Framework

This study will employ the Cultural Competence Model as its guiding framework, which emphasizes understanding and respecting cultural differences to improve service delivery (Campinha-Bacote, 2011). This model aligns with the research aims to explore how cultural beliefs, values, and systemic factors influence parental experiences with behavioral therapy. By grounding the investigation within a culturally competent paradigm, the research seeks to elucidate how cultural dynamics shape perceptions of therapy efficacy, engagement, and systemic barriers faced by African American families.

Research Design

The chosen approach is a qualitative phenomenological design, which allows an in-depth exploration of parental lived experiences. Phenomenology is well-suited to capturing the meanings and perceptions that parents associate with behavioral therapy, especially considering cultural and systemic contexts (Creswell & Poth, 2018). This approach facilitates rich, descriptive data collection through semi-structured interviews, providing insight into complex interpersonal and systemic dynamics from the participants’ perspectives.

Role of the Researcher

The researcher will adopt a reflexive stance, acknowledging personal biases and positionality that may influence data collection and interpretation. As a researcher, I will ensure cultural sensitivity by engaging in ongoing self-reflection, maintaining transparency, and seeking peer debriefing to enhance credibility. The researcher will also establish rapport with participants to facilitate open sharing of experiences, ensuring an ethical and respectful research process.

Participant Selection

The target population includes African American parents of children aged 5 to 6 diagnosed with ODD, aggressive behaviors, and ASD Level 1, receiving BHRS services in urban Northeast U.S. A purposive sampling strategy will be employed to target parents meeting specific criteria: self-identifying as African American, having a child within the specified age and diagnosis, and currently receiving behavioral therapy at home. Ideally, a sample of 10-15 participants will be recruited, with inclusion criteria emphasizing cultural representation and experience with therapy in a home setting. Two participants will be contacted through community agencies and healthcare clinics after initial outreach by the researcher, with informed consent obtained in accordance with IRB protocols, including a detailed explanation of voluntary participation, confidentiality, and the purpose of the study.

Instrumentation

The primary data collection instrument will be semi-structured interview guides developed based on existing literature, clinical theory, and expert consultation. The interview questions will explore parents’ perceptions of therapy, cultural influences, barriers, and facilitators to engagement. To ensure content rigor, expert reviews and pilot testing will be conducted, and interview transcripts will be member-checked for accuracy. Additional data sources like reflective journals, notes, and video recordings will support data triangulation, enhancing credibility and depth of understanding.

Procedures for Data Collection

Data will be collected through individual interviews conducted in a private, comfortable setting or via secure videoconferencing, lasting approximately 60 minutes. Interviews will be audio-recorded and transcribed verbatim for analysis. Participants will be debriefed after each session, and confidentiality will be maintained throughout. Ethical procedures include providing detailed information about the study, obtaining informed consent, and ensuring voluntary participation. The researcher will provide participants with an option to withdraw at any point without penalty.

Data Analysis Plan

Analysis will involve thematic coding, beginning with open coding to identify significant statements, followed by axial coding to relate categories, and selective coding to develop core themes reflecting participants’ experiences (Braun & Clarke, 2006). NVivo software will be used for data management and coding, facilitating systematic analysis. To establish trustworthiness, strategies such as member checking, peer debriefing, and audit trails will be employed. Credibility will also be enhanced through prolonged engagement and triangulation of data sources.

Reflection

This research aligns with Walden University’s mission of fostering social change by illuminating systemic inequities and cultural considerations affecting African American families within mental health services. Conducting qualitative research has underscored the importance of cultural sensitivity, ethical rigor, and reflexivity. Next steps include refining interview protocols, building rapport with community stakeholders, and enhancing skills in qualitative data analysis to support comprehensive dissertation development.

References

• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
• Brown, L., & Garcia, S. (2020). Systemic barriers to mental health services in urban communities. Journal of Urban Mental Health, 15(3), 213-227.
• Campinha-Bacote, J. (2011). The process of cultural competence in the delivery of healthcare services: A model of care. Journal of Transcultural Nursing, 22(2), 151-157.
• Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications.
• Johnson, M., Smith, R., & Lee, A. (2020). Racial disparities in access to behavioral health services. Health Equity, 4(1), 12-20.
• Khan, M. (2021). Cultural adaptations of behavioral interventions for African American families. Cultural Diversity & Ethnic Minority Psychology, 27(1), 89-99.
• Lewis, C., & Daniels, R. (2019). Addressing resource disparities in urban mental health care. Urban Social Work, 23(4), 310-325.
• Smith, J., & Lee, S. (2019). Cultural influences on behavioral therapy acceptance among minority families. American Journal of Community Psychology, 64(2), 262-273.
• Thomas, T., & Curry, D. (2021). Efficacy and disparities in behavioral treatment for children with ASD. Journal of Autism and Developmental Disorders, 51(7), 2334-2348.
• Walker, R., Johnson, P., & Williams, L. (2022). Exploring systemic barriers to mental health care for African American families. Psychological Services, 19(2), 145-156.