Using interactive web training to teach parents to select function-based interventions for challenging behaviour: A preliminary study

Abstract

Background: Children with developmental disability often engage in challenging behaviour, which may require that parents implement behavioural assessments and interventions. The purpose of our pilot study was to examine the effects of an interactive web training (IWT) to teach behavioural function identification and intervention selection to parents. Method: Twenty-six parents of children with developmental disability responded to function identification and intervention selection tasks on clinical vignettes before and following IWT. We also measured social validity and the duration of training. Results: Our results show that parents were more accurate in the identification of behavioural function and selected more adequate interventions following IWT. On average, parents spent less than 2.5hr to complete IWT and rated it positively. Conclusions: The IWT appears to be a viable tool to teach parents about function-based intervention, but additional research is needed to examine whether it translates to changes in parental practices and child behaviour.

Effects of an Interactive Web Training to Support Parents in Reducing Challenging Behaviors in Children with Autism

“…Recent studies have found that parents of children with ASD (a) primarily use the internet to seek information on ASD and interventions to utilize, (b) do not consider evidence of effectiveness when selecting an intervention, and (c) usually use a "trial and error" approach for intervention selection and implementation with their children (Grant et al, 2016;Hall et al, 2016). To support parents aquire knowledge on validated intervention principles, several researchers have developed and tested technology-based parent training programs for the management of challenging behaviors in children with ASD (Dai et al, 2018;Marleau et al, 2019;Pennefather, et al 2018;Sourander et al, 2016;Suess et al, 2016). These technology-based trainings typically involve either a telehealth intervention or a web-based training.…”

“…To our knowledge, only four studies have specifically evaluated the effects of a web-based training to teach parents of children with ASD theoretical or practical concepts to manage challenging behaviors (Heitzman-Powell et al, 2014;Kolb, 2007;Marleau et al, 2019;Sourander et al, 2016). These studies suggest that web-based training is a promising tool to increase parental knowledge and implementation of behavioral principles, and possibly decrease challenging behaviors.…”

“…These studies suggest that web-based training is a promising tool to increase parental knowledge and implementation of behavioral principles, and possibly decrease challenging behaviors. Of these four studies, Marleau et al (2019) is the only one that did not include a feedback component from a practitioner or a researcher. In a pre-experimental pre-test/post-test design, Marleau et al (2019) found that 26 parents of children with a diagnosis of ASD or intellectual disability performed significantly better on a behavior function identification task as well as on a function-based intervention selection task following the completion of an interactive web training (IWT).…”

“…Of these four studies, Marleau et al (2019) is the only one that did not include a feedback component from a practitioner or a researcher. In a pre-experimental pre-test/post-test design, Marleau et al (2019) found that 26 parents of children with a diagnosis of ASD or intellectual disability performed significantly better on a behavior function identification task as well as on a function-based intervention selection task following the completion of an interactive web training (IWT). This study suggests that IWT as a standalone intervention can lead to positive knowledge development outcomes in the absence of a trained professional.…”

The Efficacy of WeChat-Based Parenting Training on the Psychological Well-being of Mothers With Children With Autism During the COVID-19 Pandemic: Quasi-Experimental Study (Preprint)

“…In addition, telehealth interventions can ensure the consistency of teachers and places, and the continuity of the intervention, which may be more suitable for children with ASD-and their parents-who lack access to face-to-face training. Recent studies have shown that telehealth interventions can improve the behaviors of children with ASD [16][17][18][19]. Telehealth interventions based on computer and internet technologies have also served as effective methods for improving the psychological well-being of mothers with children with autism [17,20].…”