Association for Behavior Analysis International

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39th Annual Convention; Minneapolis, MN; 2013

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Symposium #451
CE Offered: BACB
Coaching and Implementation of Behavioral Strategies in Early Childhood Environments
Tuesday, May 28, 2013
12:00 PM–1:20 PM
102 F (Convention Center)
Area: CSE/PRA; Domain: Applied Research
Chair: Shelley Clarke (University of South Florida)
Discussant: Michelle Duda (University of North Carolina at Chapel Hill)
CE Instructor: Shelley Clarke, M.A.
Abstract:

As researchers have examined what it takes to provide high quality professional development that results in the implementation of evidence based practices, it has become clear that training efforts alone will not result in practice change (Sheridan, Edwards, Marvin, Knoche, 2009; Zaslow, 2009; Zaslow, et al., 2010). Coaching has been identified as a highly effective professional development strategy. This symposium will share three papers that demonstrated single subject design studies completed in an effort to evaluate the impact of coaching procedures on the implementation fidelity levels of evidence proven behavioral supports presented by natural change agents in typical early childhood settings (home, school, and community). The presenters will describe the coaching process, how family members and teachers who filled the role of intervention agent in each study were trained, describe the selection of implementation targets, share procedural fidelity data from coaching sessions, social validity, and the outcomes yielded from the reciprocal coaching model. Results from all the studies indicate that fidelity of coaching and the resulting implementation of behavioral strategies were maintained at high levels following the introduction of coaching procedures and that positive child behavior change was also documented once implementation of behavioral strategies were completed.

Keyword(s): Behavioral Interventions, Coaching Procedures , Early Childhood, Implementation Fidelity
 

An Evaluation of "The Happiest Toddler on the Block" Parenting Strategies Implemented by Young Mothers

AMYE BOCK (University of South Florida), Lise Fox (University of South Florida), Shelley Clarke (University of South Florida)
Abstract:

Young parents and their children are considered a high-risk population as they are more likely to lack social support networks, have limited access to opportunities to enhance parenting skills, and are often finically dependent (Marshall, Buckner, & Powell, 1991). Young children whose mothers have poor parenting skills are more likely to have persistent problem behavior (Levine, Pollack, & Comfort, 2001; Stier, Leventhal, Berg, Johnson, & Mezger, 1993; Webster-Stratton& Taylor, 2001). Three young mothers living in a transitional housing facility participated in this study. The purpose of this study was to determine if these mothers could implement parenting strategies that are a part of a commercially available parenting book and DVD. This study found that: (1) mothers were able to correctly implement the parenting strategies; (2) child problem behavior decreased from baseline to follow-up; and (3) the mothers perception of child problem behavior shifted positively from baseline to follow-up phases.

 

Peer Coaching for Implementation Fidelity: An Application in Head Start Classrooms

SHELLEY CLARKE (University of South Florida), Mary Sawyer (The Ohio State University), Lise Fox (University of South Florida)
Abstract:

This presentation will focus on the use of reciprocal peer coaching to improve the social emotional teaching practices of Head Start teachers (Ackland, 1991). Reciprocal peer coaching has been described in the literature, but no studies have examined its use within early childhood programs. The presenters will describe a study evaluating the use of reciprocal peer coaching and its impact on change in teacher practices related to the use of evidence based intervention strategies associated with the Pyramid Model (i.e., early childhood PBS) in Head Start Classrooms. A nonconcurrent multiple baseline design across three teacher dyads provides data on implementation of targeted practices that were the focus of reciprocal coaching. Participants in the study were Head Start teachers within a public school program who each had their own classrooms. Teachers were placed in pairs to support each other through the reciprocal coaching process. Results indicated that all teachers demonstrated high levels of procedural fidelity for reciprocal peer coaching procedures based on teacher data and audiotape recordings of coach meetings. Direct observation data confirmed that the number of Pyramid Model intervention strategies implemented increased from baseline to intervention phases for each of the teacher dyads.

 

Caregiver Training During Problematic Routines With Young Children

MARY SAWYER (The Ohio State University), Kimberly Crosland (University of South Florida), Amanda Rone (Florida Institute for Neurologic Rehabilitation)
Abstract:

Previous research has demonstrated the efficacy of a behavioral parent training program for increasing the accuracy of trained skills; however, few studies have examined the extent to which those skills generalize to the natural environment (i.e., the home) and are used with the target individual (i.e., the child). In addition, little is known about the direct effect that caregiver implementation of the skills has on child behavior. A multiple baseline across participants design was used to (a) assess caregiver accuracy with implementation of three parenting skills, and (b) assess subsequent effects of the parenting skills on child behavior. Results demonstrated that three caregiver participants successfully generalized parenting skills taught during behavioral skills training (BST) to naturally occurring routines by recognizing appropriate and inappropriate child behaviors as opportunities to implement the trained skills. In addition, the behavior of each caregivers child improved following BST, suggesting that the parenting skills were effective in addressing challenging child behavior. All caregivers rated the training and skills to be highly socially valid. Limitations and suggestions for future research are discussed.

 

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