The purpose of this study was to examine the relationships between several school psychologist variables and overall engagement in parent training/education activities with the parents of children with ADHD. Specifically, school psychologists were surveyed regarding their general attitude toward parent-focused activities, role profiles, intensity of training, perception of barriers/facilitators, and frequency of engagement in parent training/education activities. Participants included 163 school-based school psychologists in Florida who were members of FASP. Data were collected through the use of an Internet survey. Hypotheses were analyzed using correlations and a backward multiple regression analysis. Results indicated that school psychologists in Florida were engaging in parent training/education activities on average approximately 1-2 times per semester. The data suggested that a school psychologist’s intensity of training in formal parent training, parent involvement, and behavior theory/management was most significantly related to his or her engagement in parent training/education activities. Demographic variables including degree level, experience level, recency of training, number of schools served, primary employment setting, and caseload were not significantly related to engagement. Additionally, a school psychologist’s role profile was not significantly related to engagement in parent training/education activities. Data analysis revealed a moderate, positive, statistically significant correlation between general attitude and extent of engagement in parent training/education activities. Thus, the more positive a school psychologist’s general attitude was regarding parent-focused activities, the more likely he or she was to engage in parent training/education activities with the parents of children with ADHD. Perceived expertise in parent training/education activities was the only potential barrier that resulted in a statistically significant difference between those participants who perceived it as a barrier and those who did not. This indicates that those who perceived their level of training/expertise in parent training/education activities as a barrier to engagement were in fact less likely to engage in parent training/education activities.

The majority of behavioral analytic interventions reflect European-American values. One useful intervention is discriminated functional communication training (DFCT), which may be implemented to increase the generalizability of functional communication training (FCT). However, the discriminative stimuli used during DFCT may not adequately reflect what is commonly used in various cultures. Thus, the purpose of the current study was to evaluate the effectiveness, feasibility (in the form of training parents to implement), and treatment acceptability of a culturally adapted version of DFCT with Afro-Caribbean families. Three children with ASD along with their mothers participated in the study. Results showed that culturally adapting DFCT was as effective as the traditional procedure in obtaining discriminated manding for 2 of 3 participants. An alternate DFCT procedure used with the third participant was also effective. Also, it was feasible to train parents to implement the intervention. Social validity measures indicated the study incorporated cultural values, and beliefs, and produced favorable effects on replacing problem behavior with discriminated manding that was culturally relevant.

This study investigated outcomes of a parent training curriculum: Helping Our Toddlers Developing Our Children's Skills (HOT DOCS), using secondary analyses of existing data collected between May 2007 and March 2009. The evaluation studied the impact of specific components of the parent training program on both participants' knowledge and attitudes and their perceptions of target children's behavior. Caregivers (n = 334) of children between the ages of 18 months and 5.11 years of age who were participants in the parent training program were included in the study. Measures included a pre/post knowledge test, pre/post rating scales of child problem behavior, and a program evaluation survey. Results indicated significant increases in caregiver knowledge following participation in the program, but non-significant differences between groups of participants based on various demographic variables. Prior to participation in the program, caregivers' perceptions of the severity of child problem behaviors were significantly different from that of the normative population. Following participation in the program, results showed a significant decrease in caregiver perceptions of the severity of child problem behaviors, regardless of caregiver/target child demographic variables. Caregiver feedback indicated high levels of satisfaction with the program.

This study describes the development and evaluation of a parent training model to test if a correlation exists between effective tutoring and locus of control. The model utilized parents of boys previously referred to the Educational Clinic for reading difficulties. The parents became the major treatment resource for remediating reading problems of their 8 to 11 year old boys. The venue was a local public library where a series of five lessons and three follow-up sessions were held with both parents and their sons present over a six month period. Reading strategies to develop the utilization of contextual clues were introduced and practiced at these sessions. Control group children from a variety of schools in Canberra were selected to match the 21 treatment children by the criteria of chronological age and pre-test results on an objective word recognition test. The parents were pre- and post-tested using the Rotter I-E Scale while all boys were given the IAR Scale, the Neale Analysis of Reading, ACER Word Recognition, a Goodman-Eurke Miscue passage and the Survey of General Reading Attitude. Analysis of results indicated that sample size limited the number of significant results obtained. No significant results between I-E ratings and dependent variables were found. The tutor's and spouse's initial I-E perceptions were correlated at p=.08. Correlations between tutor final I and subject final I ratings were nonsignificant but positively correlated. The initial and final I-E ratings of tutors were correlated at the p<.0l level. A negative correlation significant at p=.0l or better was noted between tutor behaviours and reading speed gains. This was also true of correlations between speed and both accuracy and comprehension (at p<.02 or greater). A trend to greater gains on all reading measures (at p=>.2 or higher) favouring the treatment group (when compared with the control group) suggests that a tutor programme based on improving reading comprehension may be of value to the clinic-referred retarded reader. A more comprehensive study bypassing the problems of sample size and differing causes for reading retardation is outlined using the n=l paradigm. Both locus of control and motivational factors of tutors and learners will be investigated.

This field study is concerned with the development and implementation of a formative evaluation of an innovative aspect of program development in the Language/Reading Centre at the Canberra College of Advanced Education. In 1983 a parent training dimension was added as part of a developing concern to assist school pupils who are experiencing difficulties in language and reading. The Language/Reading Centre programs are designed to provide this assistance within an 'integrated systems' approach. The group of people who participated in one of these parent training programs within the Language/Reading Centre in semester 2, 1983, were the focus for this evaluation. The program is called the Parent Training Evening Group Seminar Program in the evaluation. This study was set up in response to a request from the Director of the Language/Reading Centre for an external evaluation of this parent training component. The eva1uation developed within the framework of naturalistic inquiry and the design has been based on the work of Robert Stake. The evaluator undertook a responsive evaluation plan with an adaption of the briefing panel component, to gather and organise the perceptions and judgments of the people concerned with the program. The information collected in this process was focused on a number of Issues for consideration. This case study format was intended to gain some measure of program effectiveness as formative information for the client to use in the ongoing development of the program.

<p>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.</p> / <p>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.</p>

Parent training programmes is a wide phenomenon in Sweden today and is concidered to be the most effective method for parents with cildren who have conduct problems. The Komet programme is a manualbased parent training programe developed by the city of Stockholm to strengten interaction between parent and child as well as reducing conflicts in families. The aim of this study was to examine the puspose of the Komet programme as well as the influence it may have on interaction between parent and child. To fulfil the purpose six qualitative interviews were conducted, two interviews with professionals from the Komet programme and four interviews with parents who had participated in the Komet programme. A multidimensional tool for interpretation was used, containing normalisationperspective with focus on child upbringing, roletheory and attachmenttheory. The results showed that the parent’s participation in the Komet programme led to a reduction in conflicts within the family as well as improvement in interaction between parent and child. Further more the results showed that all of the parents where insecure in their parentrole before taking part in the Komet programme. After their participation in the Komet programme they all stated a feeling of having received new tools to better handle conflicts within the family. The overall results of the study led to the creation of two new conceptions introduced in the final discussion: The modern problem family and The manualbased parenthood.

The purpose of this study was to examine the effects of parent training on shared reading practices in families of children with hearing loss. This intervention augmented a multifaceted school program in emergent literacy. In a community based format, parents were explicitly taught three shared reading strategies that have evidence to support the growth of language and vocabulary in children who are hearing and children with hearing loss. These strategies include open-ended questions, language expansions, and scaffolding. A multiple-baseline across content (strategies) design examined the relationship between the intervention and changes in parent behavior. Results indicated that the intervention was effective for increasing open-ended questioning, but there was no functional relationship between the intervention and the other two strategies, language expansions and scaffolding. Conclusions suggest replication to determine the effectiveness of this intervention for increasing open-ended questions. Additionally, further research is needed to determine the intensity and duration of training to influence effects on language expansions and scaffolding.

As more evidence-based programs are implemented in community settings, there is a strong need to ensure those models are implemented with integrity. Implementation of programs should be evaluated for fidelity, the degree of adherence to treatment protocols, and competence, the level of skill in implementation (Schoenwald et al., 2011). The purpose of this study was to review audio recordings of SafeCare home visiting sessions to discover the relationship between the measures of fidelity and competence. Six coders were assigned 209 SafeCare home visiting audiotapes to be coded for fidelity and competence. A sample of audios were double coded to evaluate fidelity and competence scores for inter-rater reliability. Fidelity and competence items were classified into process and content categories, forming the six main variables of process fidelity, content fidelity, total fidelity, process competence, content competence, and total competence. Total fidelity correlated with total competence at a level of .615, with process fidelity and process competence correlating at a much lower level than content items. The total correlation level can be interpreted as that fidelity and competence are strongly related measures, but are not identical constructs. The goal for SafeCare coders would be to continue refining competence definitions and attempting to remove the subjective nature from the competence coding process. With these two efforts, competence reliability should increase to an acceptable level. Given the main fidelity and competence correlation level, it is advisable for SafeCare coders to continue to code both fidelity and competence to avoid missing valuable components of the session. Additional research may be needed once the competence scale becomes better established.

The effects of fluency training on performance, maintenance, and generalization of parent training skills were examined within the context of a classroom and home setting. Three foster parents attended a 24-hour Parenting Tools for Positive Behavior Change (PBC) course. Participants completed timed fluency drills using flash cards to increase learning and performance of PBC tools. A non-concurrent multiple baseline design across participants was used to assess participant performance on flash card drills and PBC tools during in-class, pre-test, and post-test role plays, and in novel situations with children in the home before, during and after the course. Results showed that fluency training had little or no effect on increasing tool performance across all testing phases for all participants, nor were there any changes in frequency and accuracy of fluency trained tools in the home to indicate maintenance and generalization of treatment effects.