Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


50th Annual Convention; Philadelphia, PA; 2024

Event Details

Previous Page


Symposium #80
CE Offered: BACB
Advances in Tele-Delivered Parent Coaching Interventions
Saturday, May 25, 2024
12:00 PM–12:50 PM
Convention Center, 100 Level, 103 A
Area: DDA; Domain: Applied Research
Chair: Emily Gregori (University of Illinois at Chicago)
Discussant: Rachel Garcia (The Chicago School)
CE Instructor: Megan G. Kunze, Ph.D.

Parents of children with developmental disabilities often require support to teach critical skills, including communication, social interaction, and daily living skills. However, barriers to service often leave many parents without adequate support to teach their children foundational skills. Telehealth has emerged as a promising mode for providing training and coaching to parents of children with developmental disabilities across various skill domains. Previous research has shown that tele-delivered parent coaching can lead to improvements in both parent and child behavior. This symposium will present data related to two single-case experimental studies that examined telehealth parent coaching programs to teach parents to enhance their children's communication and daily living skills. Both studies showed that tele-parent coaching positively affected parent and child behavior. The results provide additional support for telehealth as an effective mode for providing training and coaching to parents and caregivers. Major findings and implications for research and practice are discussed.

Instruction Level: Intermediate
Keyword(s): parents, telehealth
Target Audience:

Intermediate. Prerequisite skills include: knowledge of applied behavior analysis intervention across populations, knowledge of single-case experimental design and methodology, knowledge of conducting or consuming clinical research

Learning Objectives:
    1. At the conclusion of the presentation, participants will be able to:
      1. Identify 2 or more approaches to recruiting diverse participants in research. For example:
        1. Recruitment through social media
        2. Diversifying research team
      2. List key components in SCED using MBL to analyze behavior change. For example:
        1. Minimum baseline data points
        2. Use of Tau-U
        3. Importance of visual analysis
      3. Define at least 5 intervention approaches. For example:
        1. Modeling
        2. Prompting
        3. Time Delay
        4. Response Interruption and Redirection
        5. Reinforcement

Promoting Reciprocal Relationships With Flexibility, Coaching, and Teaching (PRRFCT Match): A Virtual Parent-Mediated Intervention Package for Young Children With Developmental Disabilities

MEGAN G. KUNZE (University of Oregon), Qi Wei (University of Wisconsin-Whitewater )

Despite a wealth of evidence-based intervention research, many families do not receive any support for their children with and at-risk for developmental disabilities (DD). When services are available, they can be limited by lengthy wait-lists, require high effort on the part of the family, or be ignorant of cultural adaptations. Promoting Reciprocal Relationships with Flexibility, Coaching and Teaching (PRRFCT Match) intervention package incorporates a virtual coaching protocol to teach parents how to implement evidence-based, applied behavior analytic (ABA) techniques to increase engagement with their child experiencing DD. Using a concurrent multiple baseline design across participants, parent-child dyads (N=10), were paired with graduate student clinicians and coached to use ABA technologies to increase child engagement during play. Results include visual analysis, with Tau-U, distal and non-experimental (pre-, post-test) outcomes for parents (stress, parent self-efficacy) and children (inflexible behaviors, adaptive behavior). Implications for science and practice in early intervention will be discussed.


Parent-Developed and Delivered Video Modeling to Teach Daily Living Skills in the Home

JULIA M HRABAL (Baylor University)

Daily living skills (DLS) are a critical domain of adaptive behavior necessary for age-appropriate independent functioning and transitioning into adulthood (Baker et al., 2021; Smith et al., 2012). Many individuals with IDD continue to live at home after high school, making parents the primary individuals teaching independent living skills. The purpose of the current study is to examine the effects of parent-created and parent-implemented video prompting instruction with error correction on DLS with adolescents and adults with IDD. Two individuals with a diagnosis of autism spectrum disorder and ID and their mothers participated in the study. The mother-child dyads parents selected three DLS goals (e.g., wash laundry). The researchers created an online tutorial to teach mothers how to develop video models on an iPad application. Pre- and post-evaluation demonstrated the online tutorial was successful in teaching both mothers how to create video models for their children. After developing the video models, a BCBA provided ongoing coaching to support mothers in implementing the teaching package in their homes. The teaching package included the use of video modeling and subsequent least-to-most prompting, when necessary. Results indicate that parent-created and parent-delivered video modeling is a viable model for teaching DLS to increase independence. Limitations and areas for future research will be discussed.




Back to Top
Modifed by Eddie Soh