Abstract
This study examined the efficacy of the parent education/training program of the Comprehensive Application of behavior Analysis to Schooling (CABAS) model (Greer, 2000) in increasing rates of child compliance. Five parents of children attending a CABAS special needs preschool received both didactic instruction and home-based in vivo training in the use of unflawed antecedent commands and contingent consequations (including verbal and physical positive reinforcement, planned ignoring, and physical follow-through) during weekly toy playing, sharing and clean up sessions with their siblings. The study incorporated a multiple probe design using five parents who started receiving parent training on different days, resulting in a variation of a delayed multiple baseline across subjects design. Results indicated that rates of child compliance increased for all five children as a function of parental expertise in emitting unflawed commands and providing contingent consequations for their children. The collateral benefits of the parent program included (a) a reported increase in the frequency and duration of independent toy playing and sibling sharing repertoires and (b) an establishing operation effect for the target student whose increased rate of compliance may have been related to parental verbal and physical positive reinforcement of sibling compliance to parental commands. The effectiveness of the CABAS parent education component was discussed in relation to the comprehensive, perpetual, and interlocking school-home contingencies inherent in the entire CABAS model.
Published Version
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