Don Baer Invited Address: Fifty Years of Behavioral Parent Training Research: A Look Back and a Look Forward
|Saturday, May 23, 2015|
|3:00 PM–3:50 PM |
|Lila Cockrell Theatre (CC)|
|Area: PRA; Domain: Applied Research|
|Instruction Level: Intermediate|
|CE Instructor: Karen S. Budd, Ph.D.|
|Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center)|
|KAREN S. BUDD (DePaul University)|
|Karen S. Budd, Ph.D., is professor emerita of psychology at DePaul University, where she was on the clinical psychology faculty for 22 years. From 2005 to 2014, she also directed the Parent-Child Interaction Therapy (PCIT) Program at DePaul’s Family and Community Services. Prior to joining DePaul, Dr. Budd held faculty positions at the University of Nebraska Medical Center (1975-1986) and Illinois Institute of Technology (1986-1992). Budd obtained her doctoral degree at the University of Kansas in child and developmental psychology under the mentorship of Donald M. Baer, and she later completed post-doctoral retraining in clinical psychology. Dr. Budd’s research and practice interests focus on prevention and intervention approaches for young children with disruptive behavior problems, with a primary interest in parenting. She has published more than 75 peer-reviewed research articles and book chapters and authored three books: Children’s Feeding Disorders: Biobehavioral Assessment and Intervention, A Small Matter of Proof: The Legacy of Donald M. Baer, and Evaluation of Parenting Capacity in Child Protection. She was awarded two fellowships as a Fulbright Senior Scholar, one in Prague, Czech Republic, (2004) and a second in Kathmandu, Nepal, (2014). In 2014, Budd received the Via Sapientiae Award, DePaul’s highest honor for faculty and staff, for her lifetime of service to the purposes and ideals of DePaul University.|
The field of behavioral parent training began in the 1960s and has become one of the predominant empirically based clinical approaches for addressing child behavior problems and developmental delays. Three historical trends spurred the initial development of parent training: concerns about the ineffectiveness of traditional child therapy, the burgeoning growth of behavior modification, and the idea that using parents to deliver mental health services could enhance the effectiveness of therapy. Early parent training research focused on small studies examining the effects of various treatment components and training strategies based on learning principles. Subsequent trends involved the development of standardized intervention models and research on their effectiveness; examinations of generalization; and applications of parent training in areas beyond child disruptive behavior or delayed development. Despite the phenomenal growth of behavioral parent training, research has identified challenges related to parent engagement/dropout, differing responsiveness across diverse cultural and demographic groups, and the need for high quality training and supervision of practitioners. These issues constitute important current and future research directions. This presentation will provide an overview of behavioral parent training research across the decades using illustrative examples and will discuss the implications of this research for practitioners working with children and their families.
|Target Audience: |
Practitioners, applied researchers, educators, and mental health professionals.
|Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) describe major topics of behavioral parent training research during the past 50 years; (2) list three or more evidence-based models of behavioral parent training and their intended target populations; and (3) name four ingredients of behavioral parent training that research has shown are associated with more successful parent and child outcomes.|
|Keyword(s): empirically-based practice, parent training|