training parents in positive parenting skills and direct behavior ratings sayward harrison, ma/cas
TRANSCRIPT
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Training Parents in Positive Parenting Skills and
Direct Behavior Ratings
Sayward Harrison, MA/CAS
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SCHOOL SYSTEMSchool Personnel Awareness
& Training
COMMUNITYParent Awareness
& Training
SCHOOL-BASED HEALTH CLINICDirect Services to the Child
(Counseling, Therapy, Behavioral Supports)
Healthy Child
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Parents trained to alter child’s behavior at home
Based on behavioral & social learning principles (Skinner, Bandura)
Addresses multiple domains:e.g., child compliance, tantrums, enuresis,
eating disorders, hyperactivity, medical adherence
Targets multiple populations:e.g., preschoolers to adolescents, children
with autism, MR, LD, ADHD
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Tend to focus on children ages 3-10 (Kazdin, 1997)
Seldom have addressed ethnic and cultural issues (Forehand & Kotchick, 1996)
Have neglected parents of adolescents
BUT…the teenage years are critical
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An Evidence-Based Method for Parent Training
Compared to control groups, parent trainings which used VTM can produce significant behavioral change, including:Reduced child behavior problemsMore prosocial behaviorFewer incidents of spankingDecreased parental stressMore positive parent-child interactions
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Initially conceptualized as parent training group
BUT…multiple community barriers!
Now Individual sessions with parents to train in behavioral management techniques and positive parenting skills Videotape modeling, didactic presentation,
coaching, practice & feedback, training in DBR…
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Possible topics…Getting to Know and Connecting with your
TeenagerCommunicating Positively and EffectivelyEncouraging and Listening to your ChildEstablishing Rules and BoundariesTeaching Teenagers ResponsibilityPositive Discipline StrategiesDealing with ConflictSolving Problems Together
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Pre- & Post-measures to assess changes in discipline strategies, perceived problems, communication, etc.
Direct Behavior Ratings (DBRs) to monitor & communicate, as well as intervention component
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What is a DBR?
• DBR is a tool that involves brief rating of child’s behavior following a specified period of time (e.g., 45-minutes of math group work)
• DBR offers a defensible, flexible, repeatable, and efficient way to gather information about a child’s behavior
http://www.directbehaviorrating.com
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4 steps:1. Specifying a target behavior2. Rating the behavior following a specified
observation period3. Sharing the obtained information across
individuals (e.g., parents, teachers, students)
4. Using the DBR outcome data to monitor the target behavior over time
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Academically engaged is actively or passively participating in the classroom activity.
Examples: writing, raising hand, answering a question, talking about a lesson, listening to the teacher, reading silently, or looking at instructional materials.
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Brief trainings utilizing practice & feedback to teach parents how to utilize DBR
Parents will be given a laminated, magnetized DBR standard form to hang on fridge
DBR
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Parents will use DBR to rate teen’s target behaviors following specified time (e.g., family dinner)
Will record DBR via text, email, or BASIS Will be given tokens as incentives for
use in the clinic store
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During “check-in” portion of parent sessions, parents will receive feedback on DBR data, including graphs for visual assessment
DBR will be used to analyze changes in teen behavior over course of treatment
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Chafouleas, S.M.; Riley-Tillman, T.C., & Sugai G. (2007). School Based Behavior Assessment: Informing Instruction and Intervention. New York, NY: The Guilford Press.
Chafouleas, S.M.; Riley-Tillman, T.C., & McDougal, J. (2002). "Good, bad, or in-between: How does the daily behavior report card rate?". Psychology in the Schools 39: 157-169.
Chafouleas, S.M.; Riley-Tillman, T.C., & Sassu, K.A. (2006). "Acceptability and reported use of Daily Behavior Report Cards among teachers". Journal of Positive Behavior Interventions, (8): 174-182.
Forehand, R. & Kotchick, B.A. (1996). Cultural diversity: A wake-up call for parent training. Behaviioral Therapy, 27, 187-206.
Kazdin, A. (1997). Parent management training: Evidence, outcomes, and issues. Journal of the American Academy of Child and Adolescent Psychiatry, 36(10), 1349–1356.
Riley-Tillman, T.C.; Chafouleas, S.M., & Eckert, T. (2008). "Daily Behavior Report Cards and Systematic Direct Observation: An Investigation of the Acceptability, Reported Training and Use, and Decision Reliability among School Psychologists". Journal of Behavioral Education.
Sharry, J., Guerin, S., Griffin, C., & Drumm, M. (2005). An evaluation of the Parents Plus Early Years Programme: A video-based early intervention for parents of pre-school children with behavioral and developmental difficulties. Clinical Child Psychology and Psychiatry, 10(3), 319-336.
Webster-Stratton, C., Kolpacoff, M. & Hollinsworth, T. (1988). Self-administered videotape therapy for families with conduct-problem children: Comparison with two cost-effective treatments and a control group. Journal of Consulting and Clinical Psychology, 56(4), 558-566.
Webster-Stratton, C., Hollinsworht, T., & Kolpacoff, M. (1989). The long-term effectiveness and clinical significance of three cost-effective training programs for families with conduct-problem children. Journal of Consulting and Clinical Psychology, 57(4), 550-553.