Results of a behavior modification training program for parents and teachers

Mira, Mary P.

doi:10.1016/0005-7967(70)90075-6

Cited by 47 publications

(27 citation statements)

References 4 publications

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“…With the exception of Mira (1970) who found individual training to be less expensive and more efficient than training in groups, group versus individual training has not been systematically examined and thus constitutes an important area for subsequent research.…”

Section: Group Trainingmentioning

confidence: 96%

“…Greater participation and responsiveness were also reported in the token reward group although objective data on these behaviors were not collected. Similarly, Mira (1970) used contingency management with her parent subjects. To obtain an individual appointment with a staff advisor, parents were required to have a one week record of observations on behaviors selected for modification.…”

Section: Group Trainingmentioning

confidence: 99%

“…Although group training has the built-in advantage of enabhng professionals to deal with several parents simultaneously, it is possible that individual training allows for concentrated instruction on focused objectives which may be conducive to higher levels of competency and skill development. With the exception of Mira (1970) who found individual training to be less expensive and more efficient than training in groups, group versus individual training has not been systematically examined and thus constitutes an important area for subsequent research.…”

Section: Group Trainingmentioning

confidence: 99%

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Using Parents as Change Agents for Their Children: A Review

Johnson

Katz

1973

Child Psychology Psychiatry

164

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SUMMARY The results and procedures of investigators who have used parents as primary or auxiliary change agents for their children arc reviewed. Deviant child behaviors that have been successfully modified by parents are first described. Following this, methods of parent training are discussed. The third and final section of the paper deals with some critical methodological issues–data collection, reliability of measurement, demonstrations of behavioral control, follow‐up, and cost‐effectiveness factors–that require routine and more careful consideration before the efficacy of parent therapists can be adequately assessed. Several recommendations are provided by which to achieve more definitive analyses of this approach to child treatment. Suggestions for subsequent research are also briefly discussed.

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Section: Group Trainingmentioning

confidence: 96%

Section: Group Trainingmentioning

confidence: 99%

Section: Group Trainingmentioning

confidence: 99%

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Using Parents as Change Agents for Their Children: A Review

Johnson

Katz

1973

Child Psychology Psychiatry

164

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“…Although operations costs favored group delivery, the more comprehensive opportunity and client costs favored individual in-home delivery. ocial learning principles have been repeatedly shown to have the potential for helping parents and children live together more peacefully (e.g., Becker, 1971;Berkowitz, 1972;Bijou, 1957;McIntire, 1973;Mira, 1970;O'Dell, 1974;Patterson, 1971;Patterson et al, 1972;Tavormina, 1974;Wahler, 1969;Yates et al, 1979). Patterson (1974), for example, reported that parent-mediated behavior therapy produced a 60% to 70% reduction in frequencies of children's aggressive behaviors.…”

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confidence: 99%

Behavioral Child-Management Cost-Effectiveness

Siegert

Yates

1980

Eval Health Prof

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This experiment contrasted the effectiveness and cost of three systems for training parents to use social learning techniques for child-management. Thirty self-referred parents of problem children were assigned randomly to either: (1)individual in-office, (2) individual in-home, (3)group in-office, or (4) measurement and contact control delivery systems. Two weeks of baseline data recording preceded five weeks of training and continued data collection and a four-month follow-up. From the parent perspective, effectiveness was measured by observation of target children's problem behavior frequencies , the number and in tensity of parent-child issues, and follow-up ratings. From the therapist's perspective, effectiveness was assessed by ratings of parenting improvement and adherence to training procedures. The value of resources used by each delivery system was assessed from operations, opportunity, and client costing perspectives. All experimental delivery systems produced strongly significant improvements over the control system: a mean 86% reduction in problem behavior frequencies compared to a mean 38% reduction in the control condition. The three experimental delivery systems did not differ in effectiveness on any measure. Non- behavioral measures showed no significant differences between the experimental and control delivery systems. Although operations costs favored group delivery, the more comprehensive opportunity and client costs favored individual in-home delivery.

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“…Allen and Harris (1966) reported the modification of excessive scratching behavior by training the mother to operate a token and social reinforcement system in the home. Mira (1970) described a similar parent training program in which the common procedure involved consultation with the parent without ever seeing the child. Researchers have also successfully trained parents in groups (Lindsley, 1970) and in the home (Zeilberger, Sampen, and Sloane, 1968) to implement and maintain treatment procedures.…”

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confidence: 99%

TRAINING ELEMENTARY AGED PEER‐BEHAVIOR MANAGERS TO CONTROL SMALL GROUP PROGRAMMED MATHEMATICS¹

Greenwood

Sloane

Baskin

1974

J of App Behav Analysis

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The effects of a training procedure and two maintenance contingencies on consequencedispensing behavior were investigated. Four peer behavior managers were trained to supervise small groups of subjects (four to six per group) working in programmed math materials and were compared with a teacher skilled in the use of social and point reinforcement and response cost. Manager training was differentially effective in accelerating manager's rates of appropriate social and point dispensing. Having manager reinforcement contingent upon manager consequence-dispensing resulted in moderately higher rates of appropriate social and point dispensing for three of four subjects than did having manager reinforcement contingent upon group study behavior. Two managers exposed to the group performance contingency before the manager performance contingency increased inappropriate social and point-dispensing behaviors to pretraining baseline levels. Subsequent change to the manager performance contingency was effective in reducing the inappropriate dispensing behavior of only one of the two managers.Researchers concerned with the problem of maintaining treatment effects produced in natural settings have suggested the training of social agents within the natural setting to initiate and carry out behavioral intervention (Hartmann, 1970;Patterson and Brodsky, 1966;Patterson, Cobb, and Ray, 1973). Social agents (e.g., parents, teachers, and peers) who are "naturally" in control of reinforcers and punishers, remain in the life setting after treatment is completed and can foster maintenance of gains due to their natural and continuing proximity to the target subject. Wetzel (1969) formalized a triadic intervention model whereby the experimenter trained a "mediator", (e.g., parent, teacher, or peer) to implement a behavioral program designed to modify the deviant behavior of the target or referral subject. With such an intervention model, it was possible for the experimenter to forego interaction with the change target since treatment was implemented and monitored completely by the trained mediator.Early use of the "triadic intervention model" was demonstrated by Ayllon and Michael (1959) and by Williams (1965). In the Williams study, parents were trained to ignore tantrum behavior of their child at bedtime. This -procedure rapidly extinguished that behavior. Ayllon and Michael (1959) trained the nursing staff of a mental hospital in the use of extinction, record keeping, and in administering social reinforcers. These procedures were effective in modifying numerous patient behavior problems; i.e., magazine hoarding, self-feeding, and psychotic talk.More recent utilization of the triadic model has involved the training of teachers to effect behavioral change efficiently in their classrooms.

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Results of a behavior modification training program for parents and teachers

Cited by 47 publications

References 4 publications

Using Parents as Change Agents for Their Children: A Review

Using Parents as Change Agents for Their Children: A Review

Behavioral Child-Management Cost-Effectiveness

TRAINING ELEMENTARY AGED PEER‐BEHAVIOR MANAGERS TO CONTROL SMALL GROUP PROGRAMMED MATHEMATICS¹

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Results of a behavior modification training program for parents and teachers

Cited by 47 publications

References 4 publications

Using Parents as Change Agents for Their Children: A Review

Using Parents as Change Agents for Their Children: A Review

Behavioral Child-Management Cost-Effectiveness

TRAINING ELEMENTARY AGED PEER‐BEHAVIOR MANAGERS TO CONTROL SMALL GROUP PROGRAMMED MATHEMATICS1

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About

TRAINING ELEMENTARY AGED PEER‐BEHAVIOR MANAGERS TO CONTROL SMALL GROUP PROGRAMMED MATHEMATICS¹