|Behavior Skills Training. It's Not Just for Kids Anymore.|
|Monday, May 28, 2012|
|3:30 PM–4:50 PM |
|Area: PRA/CSE; Domain: Applied Research|
|Chair: Kimberly Crosland (University of South Florida)|
|Discussant: Merrill Winston (Professional Crisis Management, Inc.)|
|CE Instructor: Kimberly Crosland, Ph.D.|
|Abstract: Behavior Skills Training (BST) has often been used to effectively teach a variety of skills. This symposium includes three studies describing how BST has been used to teach behavioral strategies to caregivers who interact with children. The BST curriculum used in all three studies is the BehaviorToolsTM curriculum which is a competency based behavioral training curriculum developed and refined by a team of behavioral analysts and university researchers. The curriculum was designed to include the most effective behavioral interventions using teaching methodologies that evaluate both content knowledge and application in real world settings. Although most heavily researched within the child welfare system, given the broad scope of application and individualized practice and coaching, the Tools have use for a variety of individuals who have the potential to be change agents in their given home and community settings. The first presentation will describe the use of the BehaviorToolsTM with parents of children diagnosed with autism. The second study evaluated using the curriculum to reduce coercive parent-child interactions and increase positive parent-child interactions for parents of children with developmental disabilities. The third study describes the use of video modeling with the BehaviorToolsTM to improve skills for caregivers in foster care.|
PCMA's BehaviorToolsTM Training for Parents of Children With an Autism Spectrum Disorder: Love Like Water
|BRYON ROBERT NEFF (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology)|
A 14-month randomized clinical trial was recently completed to evaluate the effects of behavior skills training (BST) and psychoeducational training (PET) for parents of children with an autism spectrum disorder. The BST used PCMAs BehaviorToolsTM curriculum and included didactic lectures, live and video modeling, rehearsal and feedback. The PET used a combination of several current parenting programs (e.g., The Incredible Years; 1, 2, 3, Magic; Parenting with Love and Logic) and was conducted in a group therapy format. Performance using behavior management skills and parenting stress levels were compared for parents in the BST group, the PET group and the Control group. Although parents in both training groups showed a reduction in stress levels from pre to post-training, only parents in BST group demonstrated improvements in behavior management skills. Training curricula will be briefly described, outcome data will be displayed, results will be discussed and implications for future research and clinical applications will be suggested.
Analyzing the Effects of Repeated Practice Using the BehaviorToolsTM Training Model with Parents of Children With Developmental Disabilities
|TRISTAN MARRIOT (California State University, Chico)|
This project investigated the effectiveness of the BehaviorToolsTM training in reducing coercive parent-child interactions and increasing positive parent-child interactions for parents of children with developmental disabilities. Using an AB single-subject, parametric design, the level of role-play practice offered in the BehaviorToolsTM training was varied. Acquisition of behavior management skills was measured through pre- and post-training role-play assessments. In-situ positive and negative parent-child interactions were measured using partial interval recording. Outcome data demonstrated increases in positive parent-child interactions and decreases in negative parent-child interactions for all subjects. Results revealed no relationship between participants who engaged in repeated practice versus single practice, as is standard in the implementation of the BehaviorToolsTM training. Four types of parents emerged from this study: those who interacted positively before the training and demonstrated even more positive interactions and a reduction in negative interactions post-training; parents who engaged minimally pre-training and increased positive interactions post-training; parents who interacted more negatively than positively pre-training and demonstrated a dramatic shift post-training; and parents who were undifferentiated pre-training due to the control of the child in the environment. These parents learned the skills necessary to pivot away from junk behavior, resulting in significant changes in parent-child interaction post-training.
An Evaluation of a Behavior Tools Booster Training Using Video Modeling With Foster Parents
|Anna Katie Caravello (University of South Florida), KIMBERLY CROSLAND (University of South Florida)|
In order for foster parents to be prepared to manage problem behavior and develop a positive relationship with a child in their home, local foster care agencies require these parents to attend parent training classes. Unfortunately, even foster care agencies that offer empirically validated BST type parent training courses are unable to prevent the parents performance from decreasing over time (Cowart, Iwata, & Poynter, 1984; Forehand & King, 1977; Mueller et al., 2003). However, researchers have created booster training sessions to counteract this issue. Booster training sessions allow participants to attend a brief usually one day refresher course on skills they have previously learned. Another intervention that has been successful with skill acquisition is video modeling. Video modeling requires less response effort and is not as time consuming compared to other training methods like didactic teaching. The current study evaluated the effectiveness of booster training sessions using video modeling for foster parents who completed a parent training class that was based on basic behavior analysis principles.