This study was designed to evaluate a parent training curriculum: Helping Our Toddlers Developing Our Children's Skills (HOT DOCS© ) using archival data collected between August 2006 and April 2007. The evaluation studied the impact of specific components of the parent training program on both participants' knowledge and attitudes and their perceptions of targeted children's behavior. One-hundred-forty-six caregivers of children between the ages of 14 months and ten years of age participated in the parent training program and were included in the analyses. Measures included a pre/post knowledge test, rating scales of child problem behavior, weekly progress monitoring forms for caregiver behavior at home, and a program evaluation survey. Results indicated significant increases in caregiver knowledge following participation in the program. Prior to participation, caregivers' perceptions of the severity of child problem behaviors and deficits in adaptive behaviors were significantly different from a normative sample. Following participation in the program, results showed significant decreases in caregiver perceptions of the severity of child problem behaviors, but no significant differences in child adaptive behaviors. Caregiver feedback indicated high levels of satisfaction with the program.

Syftet med denna studie är att undersöka om föräldrarna uppfattar att deras samspelsförmåga med barnen och varandra förändrats efter genomförd föräldrautbildning, sett utifrån ett föräldraperspektiv. Frågeställningarna är följande: (i) anser föräldrarna att de fått verktyg att hantera sina barn på ett annorlunda sätt efter genomförd föräldrautbildning, (ii) uppfattar föräldrarna att de samspelar med barnen på ett annat sätt efter genomförd föräldrautbildning, (iii) uppfattar föräldrarna att de samspelar med varandra på ett annat sätt efter genomförd föräldrautbildning. Metodvalet är kvalitativt och datainsamlingen har skett med hjälp av ostrukturerade intervjuer. Undersökningspopulationen var sex föräldrar, tre kvinnor och tre män. Urvalskriterierna var att föräldrarna skulle ha genomfört föräldrautbildningen COPE riktade till föräldrar med barn i åldersgruppen 3-12 år. Tolkningsramen utgörs av tidigare forskning och social teoribildning. Resultatet visar att föräldrarnas uppfattning är att samspelet med barnen förbättrats tack vare föräldrarnas egen förändring. Samspelet föräldrarna emellan uppfattades ej ha förändrats i någon större utsträckning. / The aim with this study is to examine whether the parents perceive that their ability to interact with their children and with each other has changed after accomplished parent training. The issues are as follows: (i) are the parents of the opinion that they have been provided with tools to handle their children in a more accurate way after accomplished parent training, (ii) do the parents perceive that they interact differently with their children after accomplished parent training, (iii) do the parents perceive that they interact with each other differently after accomplished parent training. The method chosen is qualitative and the research consists of unstructured interviews from the survey population of six parents, three women and three men. The selection criteria was to choose parents who had participated in the parent training COPE, a training targeted to parents with children from the age of 3-12 years. The interpretation framework is constituted of earlier research and social theory. The result shows that the parents´ perception is that the interaction with the children has improved thanks to the parents own change of attitude. However, the parents do not perceive that the interaction between each other has changed to the same extent.

The purpose of the study was twofold, first to create an example of a parent training for parents of adolescents and second to explore the effects of a parent training on different dimensions of parent-adolescent relationships and communication skills of parents of adolescents. The participants of this study were the parents of 9th and 10th grade adolescents from two different lycees in Ankara / METU Foundation School and Deneme Lycee. 10 volunteer parents (mothers or fathers) from METU Foundation School and 11 parents from Deneme Lycee participated in that study as the members of the experimental group. In this study, an experimental design with treatment and control groups and 3 measurements (pre, post and follow up) was used. The 5-session training for parents generally consisted of activities aimed at developing their communication skills and their relationships with their children. The program mainly focused on social skills for parents to develop better communication and improve the satisfaction of parents and also to help parents improve their parenting skills. Data were collected through qualitative and quantitative methods. In order to assess the effects of training on parents, instruments called Parent Success Indicator and Communication Skills Evaluation Scale were used in the study. Moreover, an openended evaluation form was used to evaluate the effectiveness of the training. In order to explore the differences between experimental and control groups, two way repeated measures of analysis of variance was used. The results revealed no significant differences between groups, however, the qualitative findings indicated that the parent training in this study helped parents to develop positive interaction with their children.

INTRODUCTION: Community health workers are a growing and developing portion of the healthcare workforce. They have proven successes in decreasing healthcare inequities for many common chronic medical conditions, such as asthma, and have secured support at the Department of Health and Human Services. One common medical condition for which community health workers have not yet been explored as a resource is pediatric Attention Deficit Hyperactivity Disorder. We sought to investigate what the literature showed on community health workers' involvement in ADHD treatments thus far, and to specifically investigate which ADHD behavioral parent training program could best be adapted to a pilot study where community health workers were the intervention delivery agents. METHODS: We performed a systematic review of the literature on evidence based behavioral parent training programs for children with ADHD. Parent training interventions were compared for ease of application to a community health worker home-visit model. Program ability to successfully reduce child behavior problems and improve parenting practices was analyzed. RESULTS: 8 full text articles were analyzed in depth and grouped by intervention type. 1 article was a sports-based intervention for fathers, 1 was meant to improve attendance rates, 1 was a combined child-targeted and parent-targeted Behavioral Parent Training (BPT) therapy, 2 were based on the "New Forest Parenting Package", and 3 were based on Barkley's 1997 manualized BPT. DISCUSSION: Evidence exists for the ability of community health workers to deliver a behavioral therapy to families of children with ADHD, specifically behavioral parent training. Barkley's manualized BPT had the best combination in our study of positive outcomes for families and ease of adaptability to in-home delivery. We recommend a pilot study be conducted using a modified version of Barkley's BPT and have community health workers as the delivery agents to begin to see what role community health workers can play in the treatment of pediatric ADHD.

Behavioral skills training (BST) has been widely used to effectively and quickly instruct learners with limited knowledge in behavior analytic skills. A training package composed of didactic instruction presented via PowerPoint, modeling, rehearsal, feedback and in vivo components were utilized to instruct two mothers of children with autism spectrum disorders to deliver learning trials with their child to contrive MOs to increase their manding repertoires. A multiple probe across participants design was used to assess the effects of BST on the participant's performance. Prior to the beginning of the study, participants were instructed to systematically identify child's reinforcers by delivering a paired choice preference assessment. Mothers were involved in choosing the manding targets used in the child's instruction. BST was effective in demonstrating rapid acquisition of skills taught to both mothers compared to baseline performances. Although child's behavior increased over pretest measures, it did not improve significantly due variable responding. Time constraints and child's excessive variable responding lead to termination of the study.

This study evaluated instruction and feedback on completion of data collection by licensed specialized Foster Parents caring for children with developmental disabilities and mental health issues. Instructions were delivered at the beginning of the intervention for three licensed specialized Foster Parents by providing them with a Foster Parent Handbook (FPH), and feedback was provided weekly based on the data collected by the Foster Parents. A multiple baseline design across participants was used to demonstrate the effects of instruction with frequent feedback, and an intervention fading phase was conducted by withdrawing the feedback component of the intervention several weeks following the intervention. The results showed an increase for each of the participants from 0% data completion in the baseline phase to 100% data completion in the intervention phase, with mean compliance of 92% during the fading phase. This study provides support for a packaged intervention for increasing data collection by Foster Parents that is less intensive than the traditional behavioral approaches to caregiver training.

The purpose of the study was to evaluate if a novel approach to the didactic component of Behavior Skills Training (BST) would have an effect on parent treatment integrity responding to child problem behavior. During baseline, the researcher observed parent responses to child problem behavior across brief intervals. Additionally, a foundational ABA concepts didactic session took place with the researcher. In the second phase, parents participated in didactic learning sessions to learn about functions of behavior, as well as the appropriate function-based responses to their child’s problem behavior outlined in his/her Behavior Intervention Plan. During the BST phase, the researcher modeled function-based responding and/or provided performance feedback to parents on their correct or incorrect responses to child problem behavior. Results showed that the novel approach to the didactic component in BST was effective at increasing parent correct responding to child problem behavior for 2 out of 3 families.

During the Federal fiscal year of 2009, an estimated 3.3 million referrals involving the alleged maltreatment of children were received by child protective service agencies across the United States. Of those cases that received further investigation, approximately 686,400 children were placed in out-of-home care including foster and group facilities, according to the U.S. Department of Health and Human Services. Available research suggests that child welfare agencies provide parent training to assist parents in keeping their children at home or in achieving reunification in approximately 28% of cases. However, the use of parent training programs for families in the child welfare system has received little examination, and no study has examined the use of such practices during supervised visitation time for parents who have lost custody of their child. The present study evaluated the effects of a behavioral parent training program, titled Microsocial Video Parenting (MVP), on the parenting behaviors of mothers who lost legal custody of their children and were receiving supervised visitation at the Department of Human Services. Participants in this study were 4 mother-child dyads, with the child participants ranging in age from 1 to 3 years old. The investigator employed a within-subjects multiple baseline design across behaviors to examine effectiveness of the MVP intervention on increasing developmentally supportive parenting behaviors and decreasing negative parent behaviors. Results obtained across participants documented a clear functional relation between implementation of the MVP intervention and increases in developmentally supportive parenting behaviors. Social validity and contextual fit results also support the utility of this intervention within the child welfare context. Practical and conceptual implications, as well as future research, will be discussed.

In this study, a concurrent randomized multiple baseline across three parent-child dyads single-case design was employed to evaluate the effects of a brief three-week parent training program, titled Practiced Routines. The Practiced Routines parent training program included positive behavior supports (PBS) and mindfulness strategies within the context of natural family routines. Three mothers and their children with autism spectrum disorder (ASD) participated. Visual analysis combined with a standardized mean difference analysis revealed mixed results with a medium effect found for increases in parent behavioral strategy use and small effects found for reductions in parent stress and child challenging behavior. All three mothers rated the social validity of the Practiced Routine program favorably. Implications for science and practice in educational and behavior health early intervention for families of children with ASD are discussed.

Submitted by MAÍSA KICH GRECCO null (maisakg@bol.com.br) on 2016-03-23T13:56:53Z No. of bitstreams: 1 Dissertação Maísa Kich Grecco.pdf: 2876385 bytes, checksum: 386e37f57cf8947da28a13b9dd7efb66 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-24T14:28:39Z (GMT) No. of bitstreams: 1 grecco_mk_me_bauru.pdf: 2876385 bytes, checksum: 386e37f57cf8947da28a13b9dd7efb66 (MD5) / Made available in DSpace on 2016-03-24T14:28:39Z (GMT). No. of bitstreams: 1 grecco_mk_me_bauru.pdf: 2876385 bytes, checksum: 386e37f57cf8947da28a13b9dd7efb66 (MD5) Previous issue date: 2016-02-16 / O ouvinte, se bem treinado, pode fornecer estímulos discriminativos e reforçadores para respostas do falante. No entanto, também pode emitir comportamentos supressores do comportamento verbal. Nos casos de deficiência auditiva, os pais podem ter dificuldade em estimular o comportamento verbal ainda que a privação sonora seja superada pelo implante coclear, pois ouvir e se comunicar oralmente requer aprendizagem. Considerando a importância do treino de pais enquanto audiência para estabelecimento do comportamento verbal de falante de crianças com deficiência auditiva, o presente estudo objetivou ampliar o repertório comportamental de ensino de operantes verbais de mães de crianças com deficiência auditiva e implante coclear por um programa instrucional desenvolvido para esse fim; e verificar se este programa aumentou a frequência de emissão de operantes verbais por seus filhos considerando a qualidade da produção oral. Participaram duas crianças de idades entre cinco e sete anos com deficiência auditiva neurossensorial pré-lingual e usuárias de implante coclear e suas mães. Foram avaliados comportamentos de ensino de comportamento verbal emitidos pelas mães e operantes verbais emitidos pelas crianças antes e após a intervenção, de acordo com um delineamento de linha de base múltipla entre participantes. Um questionário sondou comportamentos com função de antecedente e consequente emitidos pelas mães para os operantes verbais ecoico, tato, mando e intraverbal emitidos pelos filhos. As crianças foram avaliadas nos mesmos operantes verbais em tentativas discretas. O programa instruiu as mães a fornecer antecedentes e consequentes para operantes verbais emitidos pelos filhos. Os resultados compararam o número de operantes verbais identificados pelas mães e de comportamentos de ensino desses, antes e após a intervenção, e as produções orais das crianças. Foi observado um aumento no relato de comportamentos de ensino das duas mães após a intervenção para a maioria dos operantes verbais, fornecendo mais antecedentes e consequentes. Nas produções orais das crianças, observou-se uma fala mais precisa logo após as mães realizaram a intervenção. Pode-se sugerir que ampliar o repertório de ensino de operantes verbais das mães afeta positivamente a fala de seus filhos. Estudos futuros devem refinar esse programa enquanto tecnologia de ensino aplicável em escala maior. / The listener, if well trained, can provide discriminative and reinforcing stimuli to the speaker's answers. However, it can also issue suppressing behaviors of verbal behavior. In cases of hearing impairment, parents can find it difficult to stimulate verbal behavior although the sound deprivation is overcome by the cochlear implant because listen and communicate orally requires learning. Considering the importance of parent training as a hearing to establish the verbal behavior of children with hearing impairment speaker, this study aimed to extend the behavioral repertoire of verbal operant teaching of mothers of children with hearing loss and cochlear implants for an instructional program developed for this purpose; and verify that this program has increased the frequency of verbal operant by their children considering the quality of oral production. They included two children aged five and seven years with sensorineural hearing impairment before language and users of cochlear implants and their mothers. They were evaluated behaviors verbal behavior teaching issued by mothers and verbal operant issued by the children before and after the intervention, according to a line of delineation of multiple base among participants. A questionnaire probed behavior with a history of function and consequent issued by mothers to the echoic verbal operant, touch, command and intraverbal issued for the children. The children were evaluated in the same verbal operant in discrete trial. The program instructed mothers to provide antecedents and consequences for verbal operant issued for the children. The results compared the number of verbal operant identified by mothers and teaching these behaviors before and after the intervention, and the utterances of children. Reporting an increase in learning behavior of two mothers after surgery to most verbal operant was observed, providing more antecedents and consequences. The utterances of children, there was a more accurate speech soon after mothers underwent intervention. May be considered that expanding the verbal operant mothers teaching repertoire positively affects speech of their children. Future studies should refine the program as applicable learning technology on a larger scale.