|Training for Parents of Young Children with Autism
|Tuesday, May 26, 2009
|10:30 AM–11:50 AM
|North 124 A
|Area: AUT/CBM; Domain: Applied Behavior Analysis
|Chair: Debra M. Kamps (Juniper Gardens Children's Project)
|Abstract: Early, intensive intervention for young children with autism is essential for improving child outcomes and development. Parents are critical intervention agents and require systematic training. This collection of studies presents four programs of parent training. Training structures consist of (a) distance learning, web-based instruction and experiential training in clinical settings and at job sites, (b) traditional clinical models, and (3) training using in home delivery of intervention. Content and experiences across programs were designed to teach autism characteristics including basic screening information, applied behavior analysis, and parent child interaction strategies including intervention designed to increase eye contact and play behavior and those to decrease inappropriate behaviors. Outcomes vary across programs and include (1) pre to posttest mastery of skills, (2) data on fluency of trainees and parents, and (3) child improvement in skills such as eye contact and compliance, and (4) decreases in inappropriate behaviors. Implications for parent training and increasing the numbers of quality service providers for young children with autism will be discussed.
|Disseminating Effective ABA Training to Parents of Children with Autism in Geographically Remote Areas
|JAY FURMAN BUZHARDT (University of Kansas), Linda S. Heitzman-Powell (University of Kansas), Todd Miller (University of Kansas), Rachel L. White (University of Kansas), Brian Cohn (Unversity of Kansas)
|Abstract: The prevalence of autism in America is reaching epidemic proportions. Training parents to implement ABA interventions can result in positive and sustainable child outcomes. However, limitations imposed by geographical location prohibit many families from accessing effective training. Our 16-week distance training program attempts to remove geographical location as a barrier to effective ABA training. The program combines interactive web-based training modules and assessments with live supervised sessions in which trainees practice ABA techniques with their children while receiving feedback from a trained clinician at a distant site via video-conferencing technology. Training effectiveness was evaluated using a multiple-baseline design across six families with a young child (2-5 years old) diagnosed with an ASD within 12 months of participation. Outcome data include parent outcomes on pre- to posttest skill mastery and knowledge assessments, and intra-training skill mastery and knowledge assessments; child outcomes on the Autism Treatment Evaluation Checklist, Early Communication Indicator, Vineland, and parent-reported challenging behaviors. The implications of disseminating effective distance ABA training for families of newly diagnosed children in remote areas will be discussed.
|Web-based and Experiential ABA Training for Service Providers for Young Children with Autism
|LINDA S. HEITZMAN-POWELL (University of Kansas), Debra M. Kamps (Juniper Gardens Children's Project)
|Abstract: Early, intensive intervention for young children with autism is essential for improving child outcomes and development. The Autism Training Program at the University of Kansas, Life Span Institute provides a four week training program for service providers for children with autism whose families receive Autism Medicaid Waiver funding from the Kansas Social and Rehabilitation Services. The training structure consists of web-based instruction and independent assignments, classroom lecture, and experiential training in a clinical setting and at job sites with children with autism. Content and experiences are designed to teach autism characteristics including basic screening information; applied behavior analysis (i.e., measuring and recording data, principles of behavior, teaching strategies, conducting teaching sessions, variables that affect behavior, behavior reduction strategies, determining the function of behavior, peer networks and social skills; and content regarding team meetings and wrap around services. Outcomes include (1) pre to posttest mastery of skills, (2) data on fluency of trainees during training sessions, and (3) fluency data from video recordings of teaching sessions with clients in their home settings. Implications for training and increasing the numbers of quality service providers for young children with autism will be discussed.
|The Effects of Parent-Child Interaction Therapy on Problem Behaviors in Three Children with Autistic Disorder
|RENE JAMISON (University of Kansas Medical Center), Ronald Matthew Reese (University of Kansas Medical Center), Maura Wendland (University of Kansas), Steven Lee (University of Kansas)
|Abstract: Children with autism are most severely impacted in socialization, communication, and repetitive behaviors and restricted interests. These impairments increase the risk for problem behaviors, making children with autism likely to display problem behaviors that warrant treatment. The empirical support for Parent-Child Interaction Therapy (PCIT) in treating disruptive behaviors in young children and the similarities between PCIT and strategies used to manage problem behaviors in children with autism, suggest it is reasonable to evaluate PCIT as a treatment to manage problem behaviors for this population, which was the purpose of the present study. A single-subject, multiple baseline design was utilized to examine the effects of Parent-Child Interaction Therapy (PCIT) on problem behaviors in three children with Autistic Disorder.
Multiple measures, including direct observations of behavior and behavior rating scales, were used to evaluate the effects of the treatment. Results revealed significant decreases in noncompliance for all three participants in the study, with medium to large effect sizes. Ratings of problem behavior severity on a behavior rating scale also decreased following treatment. Parents reported high levels of satisfaction with the treatment process and outcome and showed some decrease in parental stress related to parenting.
|Replication of a Short Term Training Program for Parents of Toddlers with Autism
|Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Lashanna Brunson (University of North Texas), Samantha Nelson (University of North Texas), Kellyn Joi Johnson (University of North Texas), ANDREA NEWCOMER (University of North Texas)
|Abstract: This presentation describes the results of a replication and extension of recent research on a parent training program, The Family Connections Project, for three parents of toddlers with Autism. Families received 12-17 hours of training in their home, using toys and materials in that setting. Parents were taught a core set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Use of positive reinforcement emphasized shaping and response specific reinforcement. Parents were taught these strategies through a sequence of trainer modeling, role playing, and in vivo feedback and coaching. Parents learned to apply these strategies to increase their childs rate of eye contact. Measures were recorded for both parent and child behaviors and IOA is in the process of being calculated. Parent behaviors included learn units and affect. Child behaviors included facial orientation, vocals, affect, joint attention, social responsiveness, play and social engagement. The results indicate that parents learned to arrange teaching opportunities and children increased eye contact. Furthermore, increases in several additional, non-targeted responses were noted. The results are discussed in the context of similarities and difference to the original research, parent comfort with training procedures, and issues regarding selection of child skills in parent training.