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| Advances in Caregiver Training and Caregiver-Implemented Interventions |
| Monday, May 27, 2024 |
| 11:00 AM–11:50 AM |
| Convention Center, 100 Level, 103 C |
| Area: AUT; Domain: Applied Research |
| Chair: Sara Camille Diaz de Villegas (University of Kansas & Juniper Gardens Children’s Project) |
| Abstract: Advances in caregiver training programs and caregiver-implemented interventions are necessary for identifying effective and valid procedures by which caregivers can support their children, particularly those diagnosed with autism. This series of presentations will discuss an evaluation of the concurrent validity of indirect assessments and functional analysis outcomes conducted by caregivers via telehealth and two evaluations of parent-training programs, one using the Prevent-Teach-Reinforce (PTR) model, and other using the Online and Applied System for Intervention Skills (OASIS). Across presentations, participants include parents and caregivers and children diagnosed with autism ranging from 2-16 years in age. Each presentation highlights the importance of utilizing evidence-based practices to support effective training of parents and caregivers. Altogether, they attempt to address gaps in the literature on the use of valid assessments and identification of effective parent training models. Results on the efficacy and validity of these assessments and programs will be discussed in conjunction with the implications of these findings on caregiver training, and caregiver-implemented interventions and assessments. |
| Instruction Level: Intermediate |
| Keyword(s): autism, caregiver training, parent training, telehealth |
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| Concurrent Validity of Indirect Assessment Outcomes and Caregiver-Implemented Functional Analyses Conducted via Telehealth |
| SARA CAMILLE DIAZ DE VILLEGAS (University of Kansas & Juniper Gardens Children’s Project), Claudia L. Dozier (The University of Kansas), Stacha Leslie (University of Kansas), E Zhang (University of Kansas Medical Center ) |
| Abstract: Researchers have evaluated the correspondence between various indirect assessments (IAs) and functional analysis (FA) outcomes and cited limitations regarding their validity (see Deshais et al., 2022 for a review). For example, Deshais et al. noted that IA outcomes corresponded with FAs anywhere between 25 to 75%. Furthermore, Dracobly et al. (2018) found that caregivers were more likely to identify incorrect functions during IAs. However, these studies have primarily focused on challenging behaviors, behaviors hypothesized to be maintained by social reinforcers, and were conducted in person by trained behavior analysts. More recently, research on caregiver-implemented FAs conducted via telehealth has increased substantially (e.g., Gerow et al., 2021; Lerman et al., 2020; Tsami et al., 2019). The current study aims to extend previous research on the concurrent validity of IAs with FA outcomes by comparing the results of IAs and FAs conducted by caregivers via telehealth for restricted and repetitive behaviors (RRBIs). Caregiver-child dyads with children diagnosed with autism participating in an on-going clinical trial on caregiver-implemented interventions for RRBIs were included. Preliminary results across participants showed correspondence between IA and FA outcomes. Findings will be discussed with respect to implications for application in the context of caregiver-implemented assessments via telehealth. |
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| Evaluation and Dissemination of the Online and Applied System for Intervention Skills (OASIS) Parent Training |
| E ZHANG (University of Kansas Medical Center ), Linda S. Heitzman-Powell (The University of Kansas Medical Center), Jay Furman Buzhardt (University of Kansas - Juniper Gardens Children's Project), Vanessa Snyder (University of Kansas Medical Center), Hanna Traphagan (University of Kansas Medical Center) |
| Abstract: Access to evidence-based telehealth-delivered parent training is crucial for children with autism, especially in underserved rural regions. The OASIS is a parent training program grounded in the principles of applied behavior analysis. OASIS combines online instructional tutorials with in-person or telehealth-delivered live coaching to meet families' needs in remote locations. The presentation will describe the evaluation of the OASIS program English version (via randomized control trial) and its Latino adaptation (through a multiple baseline across skills single subject design with three parents). Participants included parents and their children with autism between the ages of 2-7. The data revealed OASIS as an effective tool in teaching parents behavioral skills to support their children. The presentation will also highlight the dissemination strategies of OASIS including expanding services to families, training more OASIS coaches, and OASIS coach trainers using the train-the-trainer model. In conclusion, the OASIS program embodies the essence of connecting research with the lived experience of families of children with autism, offering a promising avenue to bridge the gap in translating research into practice. |
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Evaluation of Prevent-Teach-Reinforce Model Implementation for Families of Children With Autism Spectrum Disorder |
| CHRISTINE COLON (University of South Florida), Kwang-Sun Cho Blair (University of South Florida), Danielle Ann Russo (University of South Florida ) |
| Abstract: The Prevent-Teach-Reinforce (PTR) model is an effective approach for parent consultation, facilitating the dissemination of evidence-based behavioral interventions into home settings. This empowers parents to achieve positive behavioral changes in their children with challenging behavior. This presentation outlines the behavioral outcomes of implementing the PTR model during family routines for three children with autism spectrum disorder aged between 11 and 16 years. Recognizing the pivotal role of parents in improving outcomes for their children, the parents actively participated in the 4-step PTR process, which includes teaming and goal setting, assessment, intervention, and evaluation. Currently, data collection is underway, with the initial family's child displaying improvements in target behaviors. The PTR process has been successfully implemented with the other two families, and they are preparing to implement the intervention during their routines. It is expected that the intervention will yield positive behavioral outcomes for all three children, indicating high social validity. |
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