Training parents as behavior therapists: A review

126

In this study, we sequentially administered up to four components of the habit-reversal treatment to 4 children with motor tics within a multiple baseline design. The habitreversal components included (a) awareness training; (b) awareness training and selfmonitoring; (c) awareness training, self-monitoring, and social support; and (d) awareness training, social support, and the use of a competing response. Results demonstrated that the combined use of awareness training, social support, and competing response training was effective in eliminating motor tics in 2 of 4 children, that awareness training alone was effective for 1 child, and that a combination of awareness training and self-monitoring was effective for the 4th child. The treatment and ensuing improvement were found to be socially valid. We discuss possible explanations for these results and recommend directions for future research.

mentioning

confidence: 99%

Sequential Application of Major Habit‐reversal Components to Treat Motor Tics in Children

Woods

Miltenberger

Lumley

1996

126

“…The efficacy of behavior therapy with preadolescent children has been well documented (Berkowitz and Graziano, 1972;Johnson and Katz, 1973;O'Dell, 1974). Target behaviors of this age group are generally readily specifiable (e.g., compliance, tantrums, fighting, appropriate play), and the active involvement of the child, especially preschool children, in the intervention process is not essential to success (e.g., Wiltz and Patterson, 1974).…”

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confidence: 99%

Multivariate Assessment of Conflict in Distressed and Nondistressed Mother‐adolescent Dyads

Prinz

Foster

Kent

et al. 1979

685

504

A battery of measures was used to assess conflict between mothers and young adolescents (females and males, 11 to 15 years of age). Two groups of families, one composed of a distressed clinical sample (N = 38), the other a nondistressed normative sample (N = 40), participated. The assessment battery included retrospective judgments, frequency estimates, self-monitored home recording, and tape-recorded discussion of a home problem. Content of assessment measures tapped aspects of parental control, decisionmaking, self-reported interaction behavior, arguments, interaction behavior rated by independent "blind" observers, frequency and anger-intensity of specific problematic issues, and perceptions of positive and negative behaviors of the other family member. Based on univariate analyses, 21 of the 26 defined variables discriminated significantly in the predicted direction. Maternal and adolescent reports of behavior and independent ratings of tape-recorded interaction emerged as strong and consistent discriminators.Stepwise multivariate discriminant analysis provided successful classification of 100% of the families based on the inclusion of nine variables. In a cross-validation sample, 84% of the families were correctly classified. Implications for systematic outcome research as well as clinical application are discussed.

“…views of the behavioral parent-training literature by Berkowitz and Graziano, 1972;Johnson and Katz, 1973;O'Dell, 1974 Various child-treatment procedures have been taught in parent-training programs. Most frequently, parents have been trained to apply differential social consequences to specific child responses, either as the only form of treatment or in combination with other treatment procedures.…”

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confidence: 99%

AN ANALYSIS OF MULTIPLE MISPLACED PARENTAL SOCIAL CONTINGENCIES¹

Budd

Green

Baer

1976

This study analyzed the training of a mother to modify five subclasses of her attention to her young child's noncompliance with instructions, and also displayed the changes in her child's behavior correlated with these events. Training in four subclasses consisted of teaching the mother to withhold various forms of social attention to her daughter's undesired behavior; training in the fifth subclass involved introduction of a brief room-timeout procedure for noncompliance. The effectiveness of the parent-training procedure, consisting of initial instructions and daily feedback, was demonstrated through a multiple-baseline design across the five subclasses of parent behavior. Sequential decreases in the first three subclasses of the mother's social attention to undesired child behavior resulted in incomplete improvements in some child responses; however, a decrease in the fourth subclass resulted in a significant increase in undesired child behavior. Complete remediation of all child behaviors was achieved following the training of a timeout procedure for noncompliance. Postchecks conducted up to 16 weeks later showed that these effects were durable.