Association for Behavior Analysis International

Approximately 1 in every 4 children with autism experience significant behavioral challenges (Kaat & Lecavelier, 2013). Behavioral parent training has been demonstrated to be effective, especially when the principles can be applied within the context of family life (Lucyshyn et al., 2015). Unfortunately, only about one-half of parents complete such training, and many do not implement strategies consistently (Chacko et al, 2016). Stress has been suggested as primary contributors to this nonadherence (Dumas, Wolf, Fisman, & Culligan, 2009). Therefore, it may be beneficial to integrate practices known to protect parents against such risks? such as mindfulness (Singh et al., 2014) ? into behavioral parent training, an approach we refer to as Practiced Routines (PR). Two studies (a randomized comparison trial and single-case design) that evaluated the effects of the PR parent training program will be presented. The PR program teaches parents to apply comprehensive, function-based behavioral and mindfulness practices within the context of natural family routines. This training is designed to be delivered in three weeks with homework in between. Whereas the participants showed significant improvements in parent and child outcomes, both studies showed variability in responding. This may indicate that there is a need for adaptations in administration, including possibly multiple levels of intervention targeted to parents? and/or children?s needs. Abstract 1: A randomized trial was used to evaluate PR and an active comparison condition (Teaching Routines; TR). TR was a self-directed online program focused on using applied behavior analysis principles to teach daily routines (e.g., task analysis, environmental arrangement). The PR program included similar content, but focused more on functions and incorporated mindfulness practice. In addition, PR was facilitated by parent educators via online meetings. Seventy-seven parents participated in the PR group and 79 participated in TR. Outcome measures included child behavior ratings (adaptive and maladaptive), knowledge about ABA principles, parental stress, self-efficacy, mindful parenting, and family quality of life. Statistical analyses indicate that both groups experienced significant improvements across measures immediately following treatment and at follow-up. Post treatment, the PR group reported improvement in child adaptive behavior, which TR did not. Parenting stress reduction was evident at both post-treatment and follow-up for the PR group. Differences in knowledge were the only condition effects, with PR demonstrating significantly more knowledge gains at both posttest and follow-up. Data and examples of the program elements will be displayed, along with a discussion of methodological issues that could have led the results and implications for additional research. Abstract 2: A concurrent randomized multiple baseline across three mother-child dyads single-case design was employed to evaluate the effects of the Practiced Routines program delivered face-to-face. Three mothers and their children (ages three, five, and eight years old) with autism spectrum disorder participated. Data were collected during naturally-occurring family routines (playtime with sibling, cleaning up toys, and dinner). Increases in parent behavioral strategy use were observed for two of three mothers. Child challenging behavior decreased for two of three dyads. Visual analysis combined with a standardized mean difference analysis (Hedge?s g) revealed mixed results, with a medium effect found for increases in behavioral strategy use and small-moderate effects found for decreases in parent stress and child challenging behavior at the study level. One mother qualified for follow-up coaching, which involved performance feedback that further increased the level of her independent use of behavioral strategies. All three mothers rated the social validity of the program favorably. Implications for research and practice will be discussed.

Behavior analysts

A randomized trial was used to evaluate PR and an active comparison condition (Teaching Routines; TR). TR was a self-directed online program focused on using applied behavior analysis principles to teach daily routines (e.g., task analysis, environmental arrangement). The PR program included similar content, but focused more on functions and incorporated mindfulness practice. In addition, PR was facilitated by parent educators via online meetings. Seventy-seven parents participated in the PR group and 79 participated in TR. Outcome measures included child behavior ratings (adaptive and maladaptive), knowledge about ABA principles, parental stress, self-efficacy, mindful parenting, and family quality of life. Statistical analyses indicate that both groups experienced significant improvements across measures immediately following treatment and at follow-up. Post treatment, the PR group reported improvement in child adaptive behavior, which TR did not. Parenting stress reduction was evident at both post-treatment and follow-up for the PR group. Differences in knowledge were the only condition effects, with PR demonstrating significantly more knowledge gains at both posttest and follow-up. Data and examples of the program elements will be displayed, along with a discussion of methodological issues that could have led the results and implications for additional research.

A concurrent randomized multiple baseline across three mother-child dyads single-case design was employed to evaluate the effects of the Practiced Routines program delivered face-to-face. Three mothers and their children (ages three, five, and eight years old) with autism spectrum disorder participated. Data were collected during naturally-occurring family routines (playtime with sibling, cleaning up toys, and dinner). Increases in parent behavioral strategy use were observed for two of three mothers. Child challenging behavior decreased for two of three dyads. Visual analysis combined with a standardized mean difference analysis (Hedge's g) revealed mixed results, with a medium effect found for increases in behavioral strategy use and small-moderate effects found for decreases in parent stress and child challenging behavior at the study level. One mother qualified for follow-up coaching, which involved performance feedback that further increased the level of her independent use of behavioral strategies. All three mothers rated the social validity of the program favorably. Implications for research and practice will be discussed.