Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

Gerow, Stephanie; Rispoli, Mandy; Ninci, Jennifer; Gregori, Emily; Hagan-Burke, Shanna

doi:10.1177/0271121417740637

Cited by 18 publications

(6 citation statements)

References 48 publications

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“…The results of this study demonstrate the link between educator and child behavior. Increases in paraprofessional FCT fidelity were associated with decreases in child challenging behavior, which is consistent with previous research on natural change agent training in FCT (Gerow et al, 2018). Changes in child behavior began to emerge before the paraprofessionals reached 100% fidelity.…”

Section: Discussionsupporting

confidence: 90%

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Gregori

Rispoli

Lory

et al. 2021

Journal of Positive Behavior Interventions

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Young children with intensive behavioral needs are often served by paraprofessionals, who are typically among the least trained and least supported staff in the school. While professional development opportunities to address challenging behavior are generally limited for special education teachers, such professional growth opportunities are often completely unavailable for paraprofessionals. The purpose of this study was to evaluate a program in which teachers served as coaches for paraprofessionals. Using a multiple-baseline design across paraprofessional-and-child dyads, we evaluated the effects of the teachers-as-coaches program on paraprofessional implementation fidelity and child engagement in challenging behavior and appropriate communication. The results showed that with teacher coaching, paraprofessionals increased their behavior intervention implementation fidelity to 100%. During the maintenance probes, two of the paraprofessionals implemented the intervention with 100% fidelity, and the third paraprofessional implemented the intervention with higher fidelity than baseline. Results also showed corresponding decreases in child challenging behavior and increases in appropriate communication. Implications for research and practice in supporting paraprofessionals are discussed.

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Section: Discussionsupporting

confidence: 90%

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Gregori

Rispoli

Lory

et al. 2021

Journal of Positive Behavior Interventions

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“…This initial study has implications for the training and dissemination of applied behavior analytic technologies to families in need. Gerow et al (2018b) indicated that current studies demonstrating the success of parent-implemented interventions typically rely on direct parent training by highly trained professionals, such as BCBAs. They concluded that there is a lack of studies demonstrating that parents can be successfully trained by the existing professionals with whom they typically interact.…”

Section: Discussionmentioning

confidence: 99%

“…Thus far, researchers have relied on the use of highly trained professional supports (BCBA, or other specifically trained individuals) in the delivery of services via telehealth (Gerow et al, 2018b;Suess et al, 2016;Wacker et al, 2013aWacker et al, , 2013b, as opposed to training existing service providers who typically interact with the parents (e.g., special educators, community-based behavioral therapists, behavioral consultants). Gerow et al (2018a) noted that there is a lack of research examining if parents can be trained to implement assessment and intervention procedures, by the existing service providers that are typically accessible to them.…”

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confidence: 99%

“…For example, functional communication training (FCT) is an effective function-based treatment that focuses on reducing targeted problem behavior while simultaneously increasing appropriate communication skills (Carr & Durand, 1985). Researchers have successfully trained parents to implement FCT with young children (Gerow, Rispoli, Ninci, Gregori, & Hagan-Burke, 2018b; Suess et al, 2014; Wacker et al, 2013a). A recent systematic review of 26 parent-implemented FCT studies found that across the studies, when examining study social validity data, parents reported that parent-implemented FCT was successful at reducing targeted challenging behavior (Gerow et al, 2018a).…”

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confidence: 99%

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Using Telehealth and Expert Coaching to Support Early Childhood Special Education Parent-Implemented Assessment and Intervention Procedures

Hoffmann

Bogoev

Sellers

2019

Rural Special Education Quarterly

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Researchers and clinicians have successfully demonstrated the use of telehealth in supporting parents to conduct functional analyses (FAs) and subsequent functional communication training (FCT). We replicated and extended previous research by utilizing telehealth to train an existing Early Childhood Special Education (ECSE) Behavior Specialist to support parent implementation of behavioral procedures. Board Certified Behavior Analysts (BCBAs) coached the existing Behavior Specialist via telehealth, who in turn trained and supported parents to conduct FAs and implement FCT in a community clinic. In four children, 3 years of age and younger, the function of challenging behavior was successfully identified according to a multielement research design. Challenging behavior reduced, and the selected appropriate communication response increased for all participants, evaluated using an AB research design. This study provides initial evidence that parents in rural settings can successfully implement assessment and intervention procedures with the support of an existing ECSE Behavior Specialist receiving coaching from BCBAs via telehealth.

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“…VR-BST was effective in teaching individuals to implement FCT for problem behavior maintained by attention (10 participants) and by escape (five participants) to mastery criterion Contrary to other published results, seven participants' performance met the mastery criterion following instructions and modeling (cf. Gerow et al, 2018;Suess et al, 2014). That is, performance feedback was not necessary.…”

Section: Discussionmentioning

confidence: 99%

Feasibility of virtual reality behavior skills training for preservice clinicians

Clay

Schmitz

Balakrishnan

et al. 2021

J of App Behav Analysis

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Effective training procedures include behavioral skills training (BST), which involves providing written and verbal instructions, modeling of the skill, rehearsal of the skill, and feedback on the performance. This training typically involves in vivo experience in which trainees and students are exposed to risks such as proximity to infectious disease, behavioral issues such as aggression, and errors in teaching performance. Conducting BST in a virtual reality (VR) context involving virtual individuals with problem behavior may be an effective means of mitigating these risks. The purpose of this study was to examine the feasibility of training students to conduct functional communication training (FCT) in a VR environment using BST. We trained 13 preservice college students to implement FCT for attention and escape functions. We found VR BST was effective at increasing correct steps performed of FCT to mastery criterion levels with all participants. Future researchers should examine generalization and maintenance of VR BST.

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Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

Abstract: Approximately one in four young children with developmental delays (DD) engage in challenging behavior, which can affect the child's immediate social and educational outcomes, as well as long-term employment outcomes (

Cited by 18 publications

References 48 publications

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Effects of Teachers as Coaches for Paraprofessionals Implementing Functional Communication Training

Using Telehealth and Expert Coaching to Support Early Childhood Special Education Parent-Implemented Assessment and Intervention Procedures

Feasibility of virtual reality behavior skills training for preservice clinicians

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