Skill acquisition in parents of children with developmental disabilities:

Lerman, Dorothea C.; Swiezy, Naomi B.; Perkins-Parks, Susan; Roane, Henry S.

doi:10.1016/s0891-4222(00)00033-0

Cited by 39 publications

(20 citation statements)

References 19 publications

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“…The study by Dawson et al (2010) included twice-monthly parent training to augment intensive child-focused intervention targeting cognitive skills, adaptive behavior, and core symptoms of ASD. By contrast, PT for disruptive behavior in children with ASD provides instruction for parents to reduce problem behavior and increase compliance (Anderson & McMillan, 2001; Ducharme & Drain, 2004; Lerman et al, 2000; Moes & Frea, 2002; Wahler et al, 2004). Examples of commonly used behavioral strategies include the use of antecedent management (e.g., visual schedules, functional communication training, environmental manipulations), reinforcement procedures (e.g., differential reinforcement, contingency management), compliance training, teaching skills (e.g., task analysis, prompting procedures) and other approaches to consequences (e.g., time-out).…”

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confidence: 99%

Toward an exportable parent training program for disruptive behaviors in autism spectrum disorder

Bearss¹,

Lecavalier²,

Minshawi³

et al. 2013

Neuropsychiatry

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Autism spectrum disorders (ASD) are chronic conditions of early childhood onset characterized by profound deficits in social interaction, impaired communication, and repetitive behavior. The prevalence of ASD is now estimated to be 1 in 88 children. As the number of identified cases of ASD has grown, so have the challenges of serving these children and their families. Unfortunately, the empirical foundation for many interventions for this population is not firmly established. Thus, there is a pressing need to conduct trials that will expand the evidence base and guide clinical treatment. Investigators from the Research Units in Pediatric Psychopharmacology (RUPP; Indiana University, Ohio State University, University of Pittsburgh, Yale University) followed a treatment development model outlined by an NIMH ad hoc committee to develop and test a parent training (PT) treatment manual for children with ASD accompanied by disruptive behavior problems. This article describes the process of manual development and cross-site therapist training, establishment and maintenance of treatment integrity, assessment of treatment acceptance by families as well as primary outcomes of three trials. Results suggest the structured PT program can be delivered with a high degree of fidelity within and across therapists, is acceptable to parents and can produce significant reductions in disruptive behaviors in children with ASD.

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confidence: 99%

Toward an exportable parent training program for disruptive behaviors in autism spectrum disorder

Bearss¹,

Lecavalier²,

Minshawi³

et al. 2013

Neuropsychiatry

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“…Early childhood programs that utilize positive behavioral supports and build parent–professional partnerships are also promising models for involving parents in prevention and intervention plans to reduce risk for childhood behavior problems (e.g., Dunlap & Fox, 2007; Fox, Dunlap, & Cushing, 2002). There have been a handful of more traditional parent training programs for children with developmental disabilities aimed at decreasing problem behavior; however, these programs often focus on children with elevated behavior problems or established behavior disorders (e.g., Plant & Sanders, 2007), target older children (e.g., Hudson et al, 2003), or use individualized approaches based on functional analyses of behavior (e.g., Lerman, Swiezy, Perkins-Parks, & Roane, 2000). Although parent training has a long history in the field of intellectual and developmental disabilities (e.g., Baker, 1989), few programs focus on prevention or early intervention of behavior problems using a group-based training approach for families with preschoolers.…”

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confidence: 99%

Parent Training for Young Children With Developmental Disabilities: Randomized Controlled Trial

McIntyre

2008

American Journal on Mental Retardation

157

125

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A randomized controlled trial was used to evaluate a parent training intervention for caregivers with preschool-age children with developmental disabilities. The 21 families in the experimental group received usual care plus the 12-week Incredible Years Parent Training Program with developmental delay modifications. Families in the control group (n = 23) received usual care, including early childhood education and related services. Results suggest that this parent training intervention was superior to usual care for young children with developmental delays or disabilities in reducing negative parent-child interactions and child behavior problems. Participants in the experimental group indicated high satisfaction with treatment. Additional research is necessary to document maintenance and generalization of treatment outcomes.Children and adults with intellectual and other developmental disabilities are more likely to be diagnosed with a severe behavior disorder or mental health diagnosis than are their typically developing counterparts (Emerson, 2003). This dual diagnosis of cognitive and behavioral impairments places additional strain on parents and teachers (Baker et al., 2003;McIntyre, Blacher, & Baker, 2006) and may be overlooked or underreported by health care providers (Levitan & Reiss, 1983). Furthermore, children with developmental disabilities and behavior or mental health disorders are at greater risk for difficulties in school; are more likely to be placed in out-of-home residential care; and, as adults, are more likely to have problems in the workplace (Borthwick-Duffy & Eyman, 1990;McIntyre, Blacher, & Baker, 2002;Taanila, Ebeling, Heikura, & Järvelin, 2003).Although estimates of mental health problems in children and adolescents with developmental disabilities vary depending on sampling procedures, diagnostic criteria, and age of individual, estimates are generally thought to be between 25% to 40% (Emerson, 2003). Emerson, for example, conducted a prevalence study of psychiatric disorders in 10,438 children in the United Kingdom. Children with intellectual disability were seven times more likely to have a psychiatric disorder than children with no intellectual disabilities (Emerson, 2003). Because of the negative impact that behavior problems place on caregivers, some have suggested the need for early intervention for children and families most at risk . Few researchers, however, have employed rigorous methods in treatment evaluations for families and children with developmental disabilities. One treatment option, often used with children without developmental disabilities, is parent training.Given the established link between parenting practices and children's behavior (e.g., Hinshaw, 2002;Patterson, 1976;Sameroff & Fiese, 2000), parent training has been employed to alter (Webster-Stratton, 2001). Floyd, Harter, and Costigan (2004) found that negative parent-child interactions during family problem-solving was associated with child behavior problems in children with intellectual disability...

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“…This homework also ensured that children received a high level of treatment intensity. Staff reviewed a weekly videotaped sample of this homework and provided constructive feedback to ensure treatment integrity (Lerman, Swiezy, Perkins-Parks, & Roane, 2000).…”

Section: Description Of Treatment Programmentioning

confidence: 99%

Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders

Anan

Warner

McGillivary

et al. 2008

Behavioral Interventions

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Early, intensive behavioral intervention is effective in treating children with autism spectrum disorders (ASDs), but can be cost prohibitive. Expenses may be defrayed if children can benefit from parents acting as therapists. This quantitative case series examines the efficacy of the Group Intensive Family Training (GIFT) program, a 12-week (180 h, delivered 3 h each weekday) parent-training for preschoolers with ASDs. Parents were individually mentored in the hands-on application of behavior analytic techniques, implementing these skills in vivo within a group of six parent-child dyads. Seventy-two parents and children (ages 25-68 months) with ASDs participated in this study. Children's cognitive and adaptive functioning was assessed before and after the intervention program. Analyses revealed average gains of eight standard score points on the Mullen Early Learning Composite and five standard score points on the Vineland Adaptive Behavior Composite after 12 weeks of treatment. Additionally, 14% and 11% of the children moved from the 'impaired' to 'non-impaired' range on Mullen and Vineland composite scores, respectively. This preliminary investigation suggests that GIFT's behavioral, group parent-training can lead to significant, yet cost-and time-efficient gains for children with ASDs. Results must be interpreted with caution because of the absence of a control group. Copyright # 2008 John Wiley & Sons, Ltd. INTRODUCTIONParents and professionals alike are increasingly concerned with the rising rates of individuals diagnosed with autism spectrum disorders (ASDs), an often disabling continuum of neuro-developmental conditions (Fombonne, 2003). Autism's core symptoms include a reduced capacity for reciprocal social interaction, qualitative impairments in verbal and nonverbal communication, and the presence of restricted or repetitive patterns of behavior (Volkmar & Cohen, 2005). Especially in the absence of effective treatment, young children with autism often develop increasingly problematic behavior, including disruptive actions, aggression, and self-injury (Durand, 1990).Fortunately, more clinicians now routinely screen for ASDs in younger patients, allowing diagnosis in children as young as 18-24 months (Johnson, Myers, & American Academy of Pediatrics, Council on Children with Disabilities, 2007a;Matson, Wilkins, & Gonzalez, 2008). The primary goal of early diagnosis is early intervention, which is particularly important in light of negative correlations between age at onset of intervention and treatment gains (Fenske, Zalinski, Krantz, & McClannahan, 1985). The National Research Council, Committee on Educational Interventions for Children with Autism (2001) reports that children who receive individualized, intensive intervention starting at an early age show the most dramatic treatment response. Their guidelines recommend preschoolers receive a minimum of 25 h of treatment a week, year-round.Treatment programs applying behavioral principles have received strong empirical support (Cohen, Amerine-Dickens & S...

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Skill acquisition in parents of children with developmental disabilities:

Cited by 39 publications

References 19 publications

Toward an exportable parent training program for disruptive behaviors in autism spectrum disorder

Toward an exportable parent training program for disruptive behaviors in autism spectrum disorder

Parent Training for Young Children With Developmental Disabilities: Randomized Controlled Trial

Group Intensive Family Training (GIFT) for preschoolers with autism spectrum disorders

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