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AN ABSTRACT OF THE THESIS OF Kirsten Dvorak, for the Master's of Science degree in Behavior Analysis and Therapy, presented on *October 17, 2014, at Southern Illinois University Carbondale. TITLE: AN EVALUATION OF THE USE OF BST TO TEACH A DATA COLLECTION PROCEDURE TO PARENTS OF CHILDREN WITH DISABILITIES MAJOR PROFESSOR: Dr. Joel Ringdahl Behavioral skills training (BST) has been utilized with many different populations for a variety of purposes. This training package has been employed for the purposes of either behavior reduction or skill acquisition and has been successfully employed with staff, parents, and individuals with intellectual disabilities. This present study utilized a BST training package to teach ABC data collection to three parents of children with disabilities. This study extended Shand and Miltenberger's (2013) study by including a post-BST component where the parents collected data on their own children. This study included this component to help determine if the skills learned during BST could be generalized. Two week follow-up sessions were conducted as well. Results indicated that the percentage of correct ABC data forms increased post-BST, and were maintained at follow-up. The study suggested that the skills were generalized to the parent's own children. These results propose that behavioral skills training is an effective method to teach parents to collect data on their children. Future research should be conducted to include longer follow up sessions, and future research should also replicate the study. Replication with similar results would further prove that the skills were generalized to children of the participants following the BST training package.

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This study examines one type of parent training—Video Modeling (VM)—and how intense the training needs to be for a parent to learn this intervention effectively. The researchers observed three types of training: self-training, didactic training through a pre-recorded lesson, and one-on-one training. A repeated acquisition single case design across participants was used along with a control group. The participants included nine parents from the surrounding areas of Brigham Young University who were randomly selected for either the intervention group or the control group. Four of the five participants in the intervention or treatment group achieved mastery once they received didactic training. One participant in the intervention group required one-on-one feedback before achieving mastery. These results support previous studies’ findings: parents can successfully create video models and implement the interventions with high fidelity; and the training necessary can be minimal in comparison to other types of parent training. This suggests that didactic training may be an alternative to the often-costly expense of professional training given to parents. Recommendations for future research are also included in this paper.

ADHD-diagnosed children generally display multiple difficulties with academic functioning (DuPaul, 2007; Loe & Feldman, 2007; Raggi & Chronis, 2006; Rogers, Wiener, Marton, & Tannock, 2009) and tend to show more frequent and intense homework problems than their peers (Power, Karustis, & Habboushe, 2001). Traditionally, treatments for ADHD have included medication and/or behavioral interventions (DuPaul & Weyandt, 2006; Loe & Feldman, 2007); however, interventions targeting the homework problems of children with ADHD have been limited. One such intervention for the treatment of children with ADHD and homework problems, the Homework Success Program (HSP), has yet to be empirically evaluated with individual families. The current study evaluated the effectiveness of the HSP, a seven-session family-school intervention that incorporates parent training and emphasizes collaborative parent-teacher consultation (Power et al., 2001). Participants included four children diagnosed with ADHD enrolled in grades 2 through 4, along with their parents and teachers. This study used a non-concurrent multiple-baseline design to assess treatment effects. Results from this study suggest that the HSP is a promising treatment for improving the homework-related problems of ADHD-diagnosed children. Participant satisfaction with and acceptability of the HSP were noted. Study limitations and suggestions for future research are discussed.

The purpose of this project is to critically analyze and review parent training interventions published between the years 2000 to 2013 focused on enhancing social and communicative behaviors in young children between 3 to 10 years old with autism spectrum disorder. All studies involved a form of parent training in combination with an intervention type such as pivotal response training, milieu approach and naturalistic approaches. Overall, each study yielded positive outcomes for children with ASD, but data collection strategies, target goals, and outcome measures were variable. This review included an in-depth analysis of 16 studies of parent intervention programs evaluated based on their goals, methodology, and effectiveness of parent training on the children with ASD’s language skills. The review will present a set of guidelines for parents and professionals to use when deciding on the most effective and efficient parent training therapy for families who have children with ASD. Critically evaluating the available empirical research can help parents, therapists, and researchers more effectively consider viable options for parent training programs tailored to support the needs of children with ASD. Tables will summarize the findings to make the information more accessible. Implications for future research will follow the literature review. / text

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Child maltreatment (CM) is a major public health problem in the United States which affects millions of children each year. Because parents are responsible for the majority of substantiated CM reports, behavioral parent training is recommended as the primary prevention strategy. In recent years, researchers and clinicians have begun work examining the relevance and effectiveness of making cultural adaptations to parent training programs. The purpose of this study was to explore the need for systemic cultural adaptations to SafeCare®, an evidence-based parent-training child maltreatment prevention program. SafeCare is currently implemented in nine states and SafeCare providers are serving families representing a wide array of cultures and ethnicities. Eleven SafeCare providers, representing six states, participated in individual, semi-structured interviews to determine what, if any, cultural adaptations were in place in the field and whether there was a need for systematic culture-specific or general cultural adaptations to the SafeCare model. The interviews provided evidence that, across sites and populations, adaptations are being made when implementing SafeCare with diverse families. Providers expressed a need to make the language/reading levels of the model materials more relevant for all the populations served. Overall, however, providers found the model to be flexible and amenable to working with families of various cultures and ethnicities. Providers recommended against systematic adaptations of the model for specific ethnic groups.

The aim of this study was to find out if change in parent behavior is associated with change in preadolescent problem behavior during parent training programs. A total of 561 single parents or couples of mainly Swedish origin were randomized into one out of four parent training programs with different theoretical bases. Parents’ self-reports of their own behavior and of their children’s intensity as well as impact of problem behavior, lack of attention, and hyperactivity showed that effects were equal across interventions for both children and parents. 12 parent constructs were measured. All of them except positive parent behavior constructs correlated with all four outcomes for children on significant levels. Negative parent behavior predicted change in all child outcomes on a highly significant level.

Background: A key driver for early years strategies is the reduction of oppositional and defiant behaviour in childhood to prevent a negative life course of poor educational attainment and criminality. Despite a robust evidence base, manualised parent skills training programmes (PT) for externalising behaviour problems are only effective for approximately two-thirds of families. A limited number of variables that account for variance in outcome have been discovered. Finding further predictor, moderator and mediator variables will explain who benefits most, and how change occurs. This will ensure that families receive the most appropriate treatments for their profile of needs, and services deliver the available interventions in an efficient and effective way. Objectives: A systematic review of the literature was conducted to explore progress in this area since two key meta-analyses published in 2006. A primary study was carried out to examine whether parent attachment style, parenting self-efficacy and dysfunctional parental attributions predict, moderate or mediate the levels of externalising child behaviour problems reported by parents attending the Incredible Years PT. Methods: Studies exploring variables influencing outcome in child behaviour following attendance at a manualised, evidence-based PT group for parents of children and adolescents aged 0-18 years were sought. Psychinfo, Medline, ERIC and Embase databases were searched for articles published between August 2004 and March 2013 with keywords ‘parent’, ‘child’, ‘training’, ‘indirect effects’ and ‘oppositional behaviour’ or related terms. 2853 articles were retrieved, from which 12 studies fulfilled criteria. Study quality was appraised and co-rated. A pre-post, within subjects design was conducted with 79 parents attending the Incredible Years PT delivered in a Child and Adolescent Mental Health Service. Participants completed a battery of pre-treatment questionnaires measuring attachment style, attributions, self-efficacy and child behaviour. 52 parents completed the same battery post-treatment, and missing data was carried forward in an intent to treat analysis. Data was analysed using multiple regression techniques, and mediation and moderated mediation analyses. Results: The recent evidence base is populated by secondary analyses of intervention RCTs, and less robust non RCTs. The selection of maternal mood, parenting stress, parenting style and child demographics dominate, and the exploration of unique variables is limited. Significant findings are mixed and add no new variables to our understanding. Significant changes in parenting self-efficacy and dysfunctional attributions were found post-treatment, and attachment style remained stable. A main treatment effect size of d=.3 was estimated, and a significant number of children fell below sub-clinical levels of problem behaviour (n=13, 15.7%). Baseline child-responsible attributions and self-efficacy accounted for up to 40% of the variance in baseline child behaviour. Attachment style did not contribute significantly to the model, but moderated parent-causal attributions. Post-treatment, attachment avoidance had a moderating effect on self-efficacy and child-responsible attributions, and a significant direct effect on outcome. The indirect effect of parental-attributions on child behaviour through self-efficacy was moderated by attachment avoidance which reduced the number of significant paths. Conclusions: The call for PT studies delivered with fidelity in real world settings has been recognised, and more sophisticated statistical models of mediation are being adopted. There remains an exhaustive list of novel potential variables that future research needs to select and explore in primary research designs. An evidence based PT is achieving statistically and clinically significant results for children referred for problem behaviour. Dysfunctional parent attributions and self-efficacy are predictors of both pre- and post-treatment levels of child behaviour, which could be screened for in the referral process. The evidence for a direct and indirect role of attachment style on parent training outcomes adds a new candidate variable to the literature that warrants further exploration.