Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.

No description available.

This study examined the effectiveness and acceptability of conjoint behavioral consultation (CBC) and videotape therapy (VT) in the remediation of behavior problems in children. Further, this investigation sought to examine changes in parental practices such as levels of involvement, limit setting, and autonomy granting, following participation in either CBC or VT. An A/B design was used and participants included six boys between the ages of three and nine, and their parents. Based on parental observations in the home, children in both conditions evidenced a reduction in their target behaviors from baseline to treatment (effect sizes = -0.10 to -3.27). Parental perceptions of treatment acceptability of both interventions were high at pretest ( M = 62.57, SD = 3.95) and at posttest (M = 63.37, SD = 5.09) for the entire sample. Overall, parents perceived themselves as involved in their children's lives, as well as able to set limits for them and promote their autonomy. The theoretical and practical implications of these findings, limitations of the study, and future research directions are discussed.

The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children's target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, an

The purpose of this study was to construct and validate a parent rating scale to screen for individuals with nonverbal learning disabilities (NLD). Scale construction began with extensive literature review and concluded with the adoption of Rourke’s conceptualization of the NLD syndrome. The behavioral manifestations in the areas of language, academics, adaptive and socioemotional functioning of Rourke’s model were deduced to be reasonable NLD constructs for the parent rating scale. An Asperger’s Syndrome (AS) group was used to test the sensitivity of the parent rating scale in differentiating NLD from AS in view of their several shared characteristics. The literature supported the presence of “unusual, restricted, repetitive and stereotyped patterns of behavior, interests and activities” that typically are seen in AS but not seen in NLD as one probable differentiating factor. Hence, Likert scale items were written for 5 constructs - Language Assets and Deficits, Academic Assets and Deficits, Adaptive Deficits, Socioemotional Deficits, and Restricted Interests and Repetitive Behavior. Validation of the NLD parent rating scale began with data collection from the AS, NLD and Control groups. The NLD and AS groups consisted of parents of children who had been diagnosed in a clinical setting. The Control group children had never been evaluated for special education services by the school system or clinically diagnosed. Subjects were 14 in the AS group, 45 NLD, and 46 Control group. Discriminant groups validity test indicated that the AS, NLD and Control groups were significantly different from one another on the 4 extracted factors i.e., Socio-Conceptual, Asperger’s Syndrome, Adaptive and Learning Style. Thus, it may be concluded that the parent rating scale is discriminating in screening for individuals with NLD. The construct that most differentiates NLD from Control is the Socio-Conceptual deficits factor, which demonstrates the significant difficulty of individuals with NLD in interpreting the subtleties and nuances in social interactions and in understanding concepts. The NLD and AS groups were significantly different on the Learning Style factor but could not be differentiated on the other three factors, thus supporting literature that NLD and AS have overlapping characteristics and yet are distinctive disorders / Department of Educational Psychology

Child-centered play therapy (CCPT) is an empirically supported and developmentally appropriate counseling intervention for young children. Despite the clinical effectiveness of CCPT with children, no known study has been conducted in which parents were surveyed or interviewed regarding the services they have received as a part of their children’s participation in CCPT. Therefore, this study was designed to gain a better understanding of parents’ reported needs and expectations in CCPT. This study utilized Q-methodology in which participants completed a Q-sort by actively sorting 40 items on a continuum of least important to most important. Items included services and processes regarded by CCPT scholars and child therapy practitioners as being important to working with parents. Data was collected from 19 parents of children receiving CCPT services in a community-based counseling clinic. Participants included 16 females and 3 males; 15 Caucasian and 4 Hispanic; and 14 biological parents, 2 adoptive parents, and 3 other biological caregivers. Data was analyzed using centroid factor analysis, and results revealed a one factor solution representing 18 of the 19 participants. Eighteen parents reported similar beliefs regarding the processes they consider most and least important to their experience in working with child-centered play therapists. In general, parents’ beliefs aligned with CCPT philosophy, particularly in regards to respecting children’s natural pace of development and healing. Furthermore, parents shared preferences for play therapists who demonstrate expert knowledge and training and who understand the individual needs of their children. Discussion includes implications for the practice of CCPT and training of future play therapists, limitations of the study, and implications for future research.

This study sought to evaluate role-plays assessments with adult role-players as a measure of parents' skill acquisition as taught in the Incredible Years (IY) program. Parent performance during the role-play assessments was compared to parent performance during parent-child interactions. Experiment 1 of this study included role- 6 play assessments for the IY program in a multiple-baseline design across 6 skills with pre and post parent-child interactions. Participants were 7 parents with children between the ages of 2 and 8 years. The parent-child interactions were also scored using the Dyadic Parent Interaction Coding System (DPICS). The effectiveness of the role-play assessments as a measure of skill acquisition as demonstrated by an increase in scores only after the skill is formally taught in the program, and similarity between behavior during the role-play assessments and behavior during the parent-child interactions, was not possible due to lack of data and participant attrition. Using a repeated measures design, Experiment 2 addressed limitations of Experiment 1 by utilizing 4 participants with no involvement in the IY program. Role-play assessments and parent-child interactions were conducted 5 times (1 time per week) with 1 training session for the skill area with the lowest scores across the first 3 baseline sessions during the 41 h observation. Results demonstrated differences between parent behavior with an adult role-player compared to their child with variable responding in both the child and structured and role-play assessments during baseline. Increases were observed during both post-training sessions with increases in the final session for the parent-child interactions for the selected skill area for 3 of the 4 participants. These data suggest that the role-plays are sensitive to detecting behavior change; however, the parents' behavior with an adult role player may differ from behavior with their children.

No description available.

According to DSM-IV criteria a child has attention-deficit hyperactivity disorder (ADHD) if the child consistently shows one or more of the following characteristics over a period of time, and to a degree that is maladaptive and inconsistent with the child's developmental level: (1) inattention, (2) hyperactivity, and (3) impulsivity (Santrock, 2002). Despite the years of research and the advances in understanding and treating children with ADHD, the disorder continues to be a serious educational and social impairment (Weiss & Hechtman, 1993). When examining the literature on ADHD, what is very clear is the scarcity of published literature that draws from parental perceptions on the disorder. If we are to fully understand ADHD and the effect that it has upon our society it is vital that a candid examination of parents' perceptions occur. This qualitative, phenomenological study used in-depth interviews to explore parents' perceptions of raising a child with ADHD. The present study focused on parents' perceptions regarding five aspects of raising children with ADHD, namely: 1) parents' perceptions regarding their interaction with health professionals and the child's use of medication, 2) parents' perceptions regarding the effects of ADHD on family life, 3) parents' perceptions about their ADHD child and the school experience, 4) parents' concerns and hopes for their ADHD child, and 5) getting through the day and advice for other parents of ADHD children. A number of implications for health and educational professionals arose from the current study's examination of parents' experiences, insights, and strategies for dealing with the ADHD child. Parents also discussed their concerns for the future for their ADHD child and offered valuable advice for other parents whose child has just been diagnosed with ADHD. How parents view the experience of raising a child with ADHD, their feelings about the experience, the actions that they take, and the strategies that they use to cope is important information that will assist in understanding and interacting with families who have a child with ADHD. / Psychology / D.Litt. et Phil. (Psychology)

This study reviews literature regarding the antecedents of locus of control. The development of locus of control in children is found to be related to parent attitudes, behaviours and interactions between parents and children. Literature was further consulted to understand the relationship between parenting and locus of control development. It was decided, based on continued review of literature, that parent guidance based on a social cognitive learning approach was a valid therapeutic model to enhance internal locus of control in children. The parent guidance model proposed in this study was based on parenting guidelines to enhance internal locus of control in children. The aim is to bring about transformation of parent attitudes and behaviours through therapeutic means, which will produce change in the parent-child relationship. This interaction was expected to lead to enhanced internality in the child participants. The empirical study engaged a predominantly qualitative methodology, using an action research design. The sample consisted of 14 families representing various racial groups and family structures. Data collection methods included questionnaires, observation and focus groups to determine the effectiveness of the proposed therapeutic model. Results showed that group parent guidance based on a social cognitive learning approach and focussing on development, responsibility, consistency, home environment, parent style, emotional intelligence, modelling, discipline and roles of mothers and fathers is effective in enhancing internal locus of control in primary school children. / Psychology of Education / D. Ed. (Psychology of Education)