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| Engaging Parents to Successfully Implement Behavioral Interventions at Home and in the Community |
| Friday, January 25, 2013 |
| 1:30 PM–4:30 PM |
| Salon E-I |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Meme Hieneman, Ph.D. |
| MEME HIENEMAN (Positive Behavior Support Applications) |
 Dr. Meme Hieneman is a consultant working with agencies that support children with serious behavioral challenges to develop evidence-based protocols, improve quality and integrity of implementation, and evaluate outcomes. She has a doctoral degree in special education and is a certified behavior analyst. Dr. Hieneman has dedicated her 25-year career to making community-based, family-friendly applications of applied behavior analysis work for children with severe behavioral challenges in their homes, schools, and the community. She has authored three books, written numerous articles and chapters, and delivered hundreds of presentations. She has worked as a group home manager, behavior specialist for a school district, staff member for the Center for Autism and Related Disabilities, and faculty member teaching courses in behavior management. She was the first director of Florida’s Positive Behavior Support Project and served as co-training coordinator for the National Research and Training Center on the Positive Behavior Support Project. Dr. Hieneman has conducted research on factors affecting behavioral intervention in complex community settings and directed a 5-year study with Dr. Mark Durand combining cognitive-behavioral intervention to overcome barriers to parent education in PBS. She also established the Applied Behavior Analysis Services program at All Children’s Hospital in St. Petersburg, FL. |
| Description: Parents have the most significant and consistent presence in their children’s lives and therefore the potential to make the greatest impact on their children’s behavior. Behavioral parent training has been used to transfer skills, enabling parents to teach and manage their children’s behavior more effectively (Shaeffer, Kotchich, Dorsey, & Forehand, 2001; Maughan, Christiansen, Jensen, Olympia, & Clark, 2005). Unfortunately, attrition from these programs is commonly high, e.g., 40-60% (Kazdin, 1996) and failure to follow through is a common complaint. Recent investigations have begun to examine why particular parents and direct service providers may use behavioral support strategies more consistently and successfully (Hieneman & Dunlap, 2000/2001). These studies have examined not only structural and environmental factors (e.g., Moes & Frea 2002), but also attitudinal and motivational issues that affect treatment outcomes (e.g., Durand & Hieneman, in press). Recent parent education practices reflect these developments. |
| Learning Objectives: The purpose of this workshop is to orient participants to factors that may affect parental participation in behavioral intervention and explore different “functions” of parental resistance and cooperation. Using this information, the presenter will share strategies to improve follow-through and overcome common obstacles to implementation. |
| Activities: During the workshop, case studies and videotaped vignettes will be used as illustrations. |
| Audience: Certified behavior analysts and licensced psychologists |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Parents |