Use Of Parent Training Research Articles

3.6 PARENT TRAINING FOR DISRUPTIVE BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER

Prevalence estimates indicate that up to 50% of children with autism spectrum disorder (ASD) exhibit behavioral problems, including tantrums, noncompliance, and aggression. These behaviors interfere with the performance of daily living skills, limit the child’s ability to benefit from educational services, and may increase social isolation. Uncertainty on how to manage these behaviors amplifies caregiver stress. The challenges that caregivers face in raising a child with ASD has sparked interest in the use of parent training (PT) in this population, as it empowers caregivers to be the agent of change for their child.

A mixed methods exploration of community providers' perceived barriers and facilitators to the use of parent training with Medicaid-enrolled clients with autism.

Using quantitative data from an online survey and qualitative data from follow-up interviews with applied behavior analysis providers, researchers examined barriers and facilitators to providing parent training to Medicaid-enrolled youth with autism spectrum disorder. Barriers and facilitators were identified at the family-, provider-, and organization-levels. Family-level barriers were significantly related to less frequent parent training use and poorer quality of use. Two recommendations are provided to increase the use of parent training in low-resourced community settings: (1) provide professional training opportunities to providers about best practices in parent training and (2) increase agency support for parent training, particularly in reducing logistical barriers.

The Kazdin Method for Developing and Changing Behavior of Children and Adolescents

The Kazdin Method™ is a version of parent management training in which parents are trained to alter the behaviors of their children. The method draws on the principles and techniques of applied behavior analysis. The techniques focus on antecedents (what comes before the behavior), behavior (crafting the precise behaviors one wishes to develop), and consequences (usually praise to increase the likelihood that the desired behaviors will be performed again). The key focus is repeated practice in changing parent and child behaviors. The article traces the evolution of my use of parent training to treat severe aggressive and antisocial behavior among clinically referred samples and also to help parents with the routine challenges of child rearing. Research findings supporting the effectiveness of the techniques are highlighted. In addition, the article discusses issues and myths that may be of concern with the approach such as the exclusive focus on behavior, the extent to which the effects endure, and the use of consequences to change behavior. Resources are provide for parents and professionals for implementing the techniques and as well as for addressing topics of interest to parents in child and adolescent development.

The Role of Professional Training Experiences and Manualized Programs in ABA Providers’ Use of Parent Training With Children With Autism

Parent training, in which providers teach parents intervention strategies to promote their children’s skill acquisition and/or behavior management, is considered a best practice in the treatment for children with autism spectrum disorder (ASD) and yet is underutilized in community settings. The present study examined the role of training experiences and manual use in promoting the use of parent training by community providers who serve children with ASD. Applied behavior analysis (ABA) providers (N = 1,089) from across the United States completed self-report questionnaires online. The total number of professional training experiences related to parent training significantly predicted the extensiveness of providers’ use of parent training. Receiving supervision in parent training, being trained in a specific parent training approach, taking a course related to parent training, and participating in self-guided learning (e.g., webinar) were unique predictors of parent training extensiveness. While only 15% of ABA providers used manualized parent training programs, using a manual was also a unique predictor of parent training extensiveness. Parallel multiple mediator analyses demonstrated that family-, provider-, and organization-level barriers all partially mediated the relationship between number of training experiences and parent training extensiveness; only provider- and organization-level barriers mediated the relationship between manual use and parent training extensiveness. Recommendations for training and supporting providers at the pre-service and in-service levels are discussed as a means of increasing access to parent training for children with ASD in community settings.

Practitioner Review: Current best practice in the use of parent training and other behavioural interventions in the treatment of children and adolescents with attention deficit hyperactivity disorder.

Behavioural interventions are recommended for use with children and young people with attention deficit hyperactivity disorder (ADHD); however, specific guidance for their implementation based on the best available evidence is currently lacking. This review used an explicit question and answer format to address issues of clinical concern, based on expert interpretation of the evidence with precedence given to meta-analyses of randomised controlled trials. On the basis of current evidence that takes into account whether outcomes are blinded, behavioural intervention cannot be supported as a front-line treatment for core ADHD symptoms. There is, however, evidence from measures that are probably blinded that these interventions benefit parenting practices and improve conduct problems which commonly co-occur with ADHD, and are often the main reason for referral. Initial positive results have also been found in relation to parental knowledge, children's emotional, social and academic functioning - although most studies have not used blinded outcomes. Generic and specialised ADHD parent training approaches - delivered either individually or in groups - have reported beneficial effects. High-quality training, supervision of therapists and practice with the child, may improve outcomes but further evidence is required. Evidence for who benefits the most from behavioural interventions is scant. There is no evidence to limit behavioural treatments to parents with parenting difficulties or children with conduct problems. There are positive effects of additive school-based intervention for the inattentive subtype. Targeting parental depression may enhance the effects of behavioural interventions. Parent training is an important part of the multimodal treatment of children with ADHD, which improves parenting, reduces levels of oppositional and noncompliant behaviours and may improve other aspects of functioning. However, blinded evidence does not support it as a specific treatment for core ADHD symptoms. More research is required to understand how to optimise treatment effectiveness either in general or for individual patients and explore potential barriers to treatment uptake and engagement. In terms of selecting which intervention formats to use, it seems important to acknowledge and respond to parental treatment preferences.

Formación parental para mejorar las técnicas del lenguaje narrativo de sus hijos con discapacidad intelectual

The present study investigated the use of parent training and parent-delivered narrative language intervention to increase narrative language comprehension and production in children with intellectual disability. Fourteen children with intellectual disability and their parents took part in the study. Parents participated in a live workshop to learn the methods for narrative language intervention and were provided with a packet of materials and two preselected books. After the session, they completed the training at home with their children over a period of 8 weeks. Children were pre tested and post tested for narrative language skills. Parents reported to the primary investigator weekly during the study and completed a survey following the conclusion of the intervention. Parents reported positive outcomes in that they gained knowledge of narrative language skills and were able to incorporate the materials provided and techniques learned to increase their child's language comprehension and production.

Training parents to enhance narrative language skills in their children with intellectual disability

The present study investigated the use of parent training and parent-delivered narrative language intervention to increase narrative language comprehension and production in children with intellectual disability (ID). Fourteen children with ID and their parents took part in the study. Parents participated in a live workshop to learn the methods for narrative language intervention and were provided with a packet of materials and two preselected books. After the session, they completed the training at home with their children over a period of 8 weeks. Children were pre tested and post tested for narrative language skills. Parents reported to the primary investigator weekly during the study and completed a survey following the conclusion of the intervention. Parents reported positive outcomes in that they gained knowledge of narrative language skills and were able to incorporate the materials provided and techniques learned to increase their child's language comprehension and production.

Effectiveness of the social-emotional prevention program as a function of children's baseline risk status

ABSTRACTWe report here findings from a community-based multifaceted prevention program which was implemented concomitantly as a universal and indicated intervention. Screening of social competence development was used to select preschool children targeted by the indicated intervention (high risk), and by the universal intervention (moderate and low risk). The intervention's effectiveness on children's behaviors at home increased as a function of higher baseline risk status and higher parental attendance rates. The results also suggest that short, four session parent training is sustainable, generating attendance rates up to 60%. The intervention's effectiveness on parent behaviors was only partially sustained by significant within intervention group trends. The results indicate that the use of parent training in community-based interventions sustain skills transfer from the classroom to parent–child interactions. Furthermore, the most consistent effects were found for moderate risk children, suggesting that universal interventions might be efficient for this marginally at risk category.

A Demonstration of a Successful Parent-Conducted Remedial Reading Program

This paper demonstrates the use of parent training in behavior management, a systematic curriculum, and a system for maintaining consistent parental involvement to develop a parent conducted remedial reading program. The program utilized short and long-term extrinsic rewards, frequent feedback, and massed practice. Two children, from different families, an eight and one-half-year-old girl and a seven-year-old boy, had been labelled as learning disabled and required to repeat a grade because of their extremely low levels of reading achievement The program produced impressive gains in the children's reading abilities as measured by standardized tests. The girl's Gates-MacGinitie grade score increased from a pre-program composite score of 1.1 to 4.2 after five months of intervention whereas the boy's grade score increased from 1.1 to 3.8 after 20 months. Both children have made appropriate grade level academic progress since they have become fluent readers and are reading above grade level. This demonstration suggests that interested and appropriately trained parents can play an important and effective role in remediating their children's reading problems.