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| The Smart & Sensitive Parenting Program (SSPP): Teaching Parents Behavior Analytic Skills |
| Friday, May 28, 2004 |
| 10:00 AM–5:00 PM |
| Back Bay D |
| Area: PRA; Domain: Applied Research |
| CE Instructor: Amos E. Rolider, Ph.D. |
| AMOS E. ROLIDER (Emek Yezreel College) |
| Description: In this workshop, a unique parent group training model entitled SSPP (The Smart & Sensitive Parenting Program), which emphasizes teaching parents to rearrange significant context variables and to discover the triggers and functions of their children's most-burdensome behaviors will be presented. Parents subsequently learn to identify the function of their own responses to their children's inappropriate behaviors and are trained to select and apply effective and doable interventions based on their discovery of triggers and maintaining consequences. |
| Learning Objectives: At the completion of the workshop, participants will be able to: Identify behaviors and typical parental responses associated with the termination of a preferred activity or reinforcer, demand situations, wait situations, transition from preferred activity to a non-preferred activity, and elicited emotional outbursts. Identify the function of children's inappropriate behaviors and the function of typical parental incorrect responses. Identify and describe the essential ABA foundations parents need to acquire in order to intervene effectively. Familiarize themselves with effective and simple data collection tools to be used by parents in home settings. Select effective package intervention based on the identified evoking triggers and behavior function. Know how and when to use effective DRO and DRL motivational systems at home. Design effective interventions for problems such as non-compliance, temper tantrum, sibling rivalry, and school related problems. |
| Activities: The following will be discussed and practiced: How to identify behaviors and typical parental responses associated with the termination of a preferred activity of reinforcer; refusal or inability to provide a preferred activity or reinforcer; demand situations; Transition from preferred activity to non-preferred activity; and elicited emotional outbursts. The importance of preparing an established weekly schedule and set of expectations, and the role of daily and weekly family meetings. Preparing children for challenging triggers and difficult situations. Selecting an appropriate response based on the function of the inappropriate behavior. Using the model to deal with children's most common inappropriate behaviors, including bickering and refusal; tantrums and aggression; over-dependence and school-related problems. |
| Audience: Teachers, psychologists, behavior analysts, and parents who work with/ raise children and adolescents who exhibit a variety of antisocial behaviors. |
| Content Area: Practice |
| Instruction Level: Basic |