Parents have the most significant and consistent presence in their children’s lives and therefore the potential to make the greatest impact on their children's behavior. Behavioral parent training has been used to transfer skills, enabling parents to teach and manage their children's behavior more effectively (Shaeffer, Kotchich, Dorsey, & Forehand, 2001; Maughan, Christiansen, Jensen, Olympia, & Clark, 2005). Unfortunately, attrition from these programs is commonly high, e.g., 40-60% (Kazdin, 1996) and failure to follow through is a common complaint. Recent investigations have begun to examine why particular parents and direct service providers may use behavioral support strategies more consistently and successfully (Hieneman & Dunlap, 2000/2001). These studies have examined not only structural and environmental factors (e.g., Moes & Frea 2002), but also attitudinal and motivational issues that affect treatment outcomes (e.g., Durand & Hieneman, in press). Recent parent education practices reflect these developments.
Review Meme Hieneman’s biographical statement.