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| Evaluation of Parent and Caregiver Delivered Interventions for Young Children |
| Sunday, May 25, 2008 |
| 4:00 PM–5:20 PM |
| Continental A |
| Area: AUT/EDC; Domain: Applied Research |
| Chair: David A. Wilder (Florida Institute of Technology) |
| Discussant: Rachel H. Thompson (The New England Center for Children) |
| CE Instructor: David A. Wilder, Ph.D. |
| Abstract: Three presentations will be delivered. In the first presentation, a parent training package consisting of didactic, video, and self-management components was used to teach three parents of children with autism to conduct picture activity schedules. In the second presentation, the effectiveness of a behavioral skills training package consisting of modeling, rehearsal, and feedback was evaluated to increase proper implementation of a guidance compliance procedure by caregivers of three children exhibiting noncompliance. The third presentation consists of an evaluation of "reasoning" as an antecedent intervention to increase compliance among young children. |
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| Teaching Parents to Conduct Picture Activity Schedules. |
| SUSAN N. LANGER (The New England Center for Children), Linsey M. Sabielny (The New England Center for Children), Cammarie Johnson (The New England Center for Children), Daniel Gould (The New England Center for Children) |
| Abstract: A parent training package consisting of didactic, video, and self-management components was used to teach three parents of children with autism to conduct picture activity schedules. The didactic component utilized a 30 minute PowerPoint presentation in paper format, outlining a graduated guidance procedure and picture activity schedules. The 30 minute video component served as visual examples of the correct and incorrect use of graduated guidance in the context of picture activity schedules. The final component consisted of the completion of a behavior checklist in which the trainer taught the parent to evaluate the implementation of a video example of the teaching procedure. This training component lasted between 20 and 40 minutes. A multiple probe design across participants, which included baseline, training, and maintenance phases, evaluated the effect of this training package on both parent and child behavior. The results indicated that the training package was effective in increasing the accuracy with which the parent participants accurately implemented picture activity schedules, and was also effective in increasing on-task/on-schedule behavior for the child participants. |
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| The Effects of Behavioral Skills Training on Caregiver Implementation of a Guided Compliance Procedure. |
| NICHOLAS I. MILES (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Kimberley L. M. Zonneveld (Florida Institute of Technology) |
| Abstract: The effectiveness of a behavioral skills training package consisting of modeling, rehearsal, and feedback was evaluated to increase proper implementation of a guidance compliance procedure by caregivers of three children exhibiting noncompliance. A multiple baseline design across participants was used to evaluate the effects of the training package. Results show that the training package improved performance of the procedure, with mean percent-correct performance increasing from 29 to 37% during baseline to 95 to 99% during the post-training phase for all participants. Generalization probes indicated that the skills learned were exhibited in different settings three to six weeks after training ended. |
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| An Evaluation of "Reasoning" as an Antecedent Intervention to Increase Compliance among Preschool Children. |
| ONEINA E. ABELLON (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Renee Saulnier (Florida Institute of Technology) |
| Abstract: "Reasoning" refers to statements regarding why a child should comply with an instruction delivered by a caregiver and is a frequently used strategy to increase compliance among young children. In this study, the effectiveness of reasoning as an antecedent intervention to increase compliance among three preschool children was evaluated. Results suggest that the intervention was only marginally effective. |
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