Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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33rd Annual Convention; San Diego, CA; 2007

Event Details


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Symposium #150
CE Offered: BACB
Innovative Parenting Practices: Teaching Parents to Become Effective Teachers
Sunday, May 27, 2007
9:00 AM–10:20 AM
Mohsen AB
Area: TBA/EDC; Domain: Applied Research
Chair: Lynn Yuan (Fred S. Keller School)
Discussant: Susan Mariano-Lapidus (CABAS)
CE Instructor: Lynn Yuan, Ph.D.
Abstract:

The proposed symposium is consisted of four papers that used behavioral techniques to teach parenting skills. The first study examined the effects of parent education training on their childrens learning achievements in school. Dependent variable included standardized assessment and the criterion-referenced assessment on thirty preschoolers. The independent variable consisted of parent education training package that included: (a) parent education workshop and (b) individual parent session. The second study evaluated the effect of a parent-training curriculum on parents positive teaching interactions. Specifically, the number of accurate tacts and positive responses to situations were measured. The third study investigated the effectiveness of a parent training package which emphasized teaching parents to identify appropriate skills of a target repertoire for their child to test for a) how many appropriate behaviors of particular target skill the parents could identify, (b) children's mastery of the appropriate behaviors within a particular target skill, and (c) parents generalization of identifying appropriate skills across other target behaviors. The fourth study examined specific skill such as increasing rates of childs compliance through the use of unflawed antecedent commands and contingent consequations. Results are discussed in terms of parents understanding of three-term-contingencies, observational learning, and effective parenting repertoires.

 
The Relationship between Children's Achievements in School and a Parent Education Curriculum.
LYNN YUAN (Fred S. Keller School), Gina DiLeo (Fred S. Keller School)
Abstract: The study examined the effects of parent education training on their children’s learning achievements in school. Fifteen parents who participated in a parent education program were randomly assigned to the experimental group and fifteen parents who never received parent education training were randomly assigned to the control group. Dependent variable measures included Preschool Language Scale and Preschool Inventory of Repertoire for Kindergarten on thirty preschoolers between the ages of three-year to five-year olds. The independent variable consisted of parent education training package that included: (a) biweekly parent education workshop and (b) weekly individual parent session. Results are discussed in terms of parents’ involvement in their children’s learning across settings, components in parent training curriculum, and parenting repertoires.
 
The Effects of a Parent Education Training Package on the Acquisition of Parenting Skills and Their Children’s Learning.
BARBARA KIMMEL (Fred S. Keller School), Lynn Yuan (Fred S. Keller School)
Abstract: The effectiveness of a parent training package which emphasized teaching parents to identify appropriate skills of a target repertoire for students with developmental disabilities was investigated. The training package included parents’ mastery of correct observation of teacher’s delivery of instruction in classrooms and mastery of identifying three-term contingencies via videotape of a parent delivering instruction at home. After the mastery of the training package, post-experimental probe was conducted on: a) How many appropriate behaviors of particular target skill the parents could identify, (b) children's mastery of the appropriate behaviors within a particular target skill, and (c) parents’ generalization of identifying appropriate skills across other target behaviors. Results are discussed in terms of parents’ understanding of three-term-contingencies, observational learning, and effective parenting repertoires.
 
CABAS Parent Education: Increasing Child Compliance via Parental Emission of Unflawed Commands and Contingent Consequations.
ARA J. BAHADOURIAN (Lehman College), R. Douglas Greer (Columbia University Teachers College and Graduate School)
Abstract: This study examined the efficacy of the parent education/training program of the Comprehensive Application of Behavior Analysis to Schooling (CABAS) model 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.
 

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