|Examining Effects of Research-Based Strategies to Effectively Train Parents in Home-Based Settings
|Sunday, May 27, 2018
|8:00 AM–8:50 AM
|Manchester Grand Hyatt, Seaport Ballroom F
|Area: AUT/EDC; Domain: Translational
|Chair: Jessica R. Everett (Melmark New England)
|Discussant: Barbara O'Malley Cannon (Melmark New England)
Parent training models have been shown to improve effectiveness of intervention for individuals with autism (Leaf, Cihon, Weinkauf, Oppenheim-Leaf, Taubman, & Leaf, 2017). Research has shown that various types of support, education, and training improved skills of both caregivers and learners with autism across domains. This symposium will present further evidence of applying evidence-based practices to effectively train parents to implement intervention procedures with their children with autism. One symposium will focus on sleep training, while the other examines effects of latency of video modeling to train a parent to accurately implement teaching procedures. Data presented will support treatment outcomes for both parents and learners, and procedural details will be provided through the use of descriptions and videos. Discussions of implication of results as they related to sleep training and using video modeling to train parents, as well as future directions, will be included.
|Instruction Level: Basic
Does Delay Matter: Effects of Increasing Latency on Parent Training via Video Modeling
|JULIYA KRASNOPOLSKY (Melmark New England; Endicott College), Devann Patterson (Melmark New England; Endicott College)
Effective parent training procedures require competent trainers, extensive training time, and often occur in clinic settings. Video modeling has successfully been used for staff and parent training across various skills (Catania, Almeida, Liu-Constant, & Reed, 2009; Vladescu, Carroll, Paden & Kodak, 2012; Hancock, Kaiser & Delaney, 2002). Despite its effectiveness, the literature is limited, necessitating a component analyses to determine variables essential for most effective and efficient training that yield to generalization of caregivers' skills. The purpose of this study was to implement video modeling to train a grandparent to accurately teach new skills to her grandson with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Additionally, effects of increasing latency between watching the video model and implementing the teaching procedure on grandparent's accuracy of implementation in the home environment were studied. A multiple-baseline design across 4 skills was used to train a grandparent to teach reading, spelling, adding, and copying to a 5-year old. Data indicate increase in caregiver's performance and child's acquisition across skills. Generalization probes, treatment integrity, and social validity data will be presented.
Lullabies Are Not Enough: Teaching Parents to Sleep Train a Child With Autism
|ANNA LINNEHAN (Melmark New England)
Disturbances in sleep patterns for individuals with autism are commonly reported (Sweeney & Botts, 2008). Issues reported by caregivers include sleeping in bed with the child, frequent night waking, and higher rates of challenging behaviors due to lack of sleep. The purpose of this study was to enhance the establishing operations and discriminative stimuli for behavioral quietude and to weaken the contingencies for sleep-interfering behavior (Piazza & Fisher, 1991). An individualized treatment package was developed based on Jin, Hanley, & Beaulieu (2013). Components of the intervention included three antecedent strategies: reducing sleep onset latency by establishing a bedtime corresponding to natural sleep patterns; a period of highly stimulating activities (e.g. access to physical/verbal attention in the form of game play, screen time), followed by a period of quietude (bedtime routine including shower, tooth brushing and story time). Specific procedures/responses to sleep-interfering behaviors will be discussed. Data indicate a stable trend for sleep onset latency, and decreasing trend of duration.