The Generalization of Parent Responding to Community Settings: The Effects of Instructions, Plus Feedback, and Self-management Training

1982 ◽  
Vol 10 (3) ◽  
pp. 273-287 ◽  
Author(s):  
Matthew R. Sanders
Keyword(s):  
Management Training ◽  
Multiple Baseline ◽  
Self Management ◽  
Community Settings ◽  
Parenting Skills ◽  
Self Monitoring ◽  
Baseline Design ◽  
Control Techniques ◽  
Time Out ◽  
Home Based

This study examined the generalization effects of two parent training phases (instructions plus feedback and self-management training) on parents implementation of behavior modification skills in extra training settings in the community. Using a multiple baseline design across families two families were sequentially introduced to each training condition. Instructions plus feedback provided home-based training to the parents in both stimulus control techniques (instruction giving, prompting) and the use of consequences (reinforcement reprimands, extinction and time-out). Self-management training involved teaching parents to manage their own behavior in specific parenting situations. Training involved teaching parents self-monitoring, goal setting, and planning skills specific to their performance of parenting skills in a range of community settings.

The Effects of a Self-Instructional Self-Management Training Package on the Generalization and Maintenance of Selected Interview Skills: A Pilot Study

1984 ◽  
Vol 15 (2) ◽  
pp. 50-53
Author(s):  
Roy C. Farley
Keyword(s):  
Skill Training ◽  
Management Training ◽  
Multiple Baseline ◽  
Rehabilitation Counselors ◽  
Self Management ◽  
Self Monitoring ◽  
Baseline Design ◽  
Self Evaluation ◽  
Management Procedures ◽  
Instructional Manual

Many skill training programs are directed toward producing initial behavior change, and little systematic attention is paid to the generalization and maintenance of those skills. This study uses a multiple baseline design across individuals to evaluate the effects of a self-instructional manual designed to teach self-monitoring, self-evaluation, and self-reinforcement on the generalization and maintenance of interview skills. The findings indicate that these self-management procedures enabled rehabilitation counselors to generalize and maintain behavior learned in a workshop setting.

scholarly journals EVALUATION OF DIABETES SELF-MANAGEMENT EDUCATION IN PATIENTS WITH CONCOMITANT CHRONIC KIDNEY DISEASE

2020 ◽  
Vol 73 (10) ◽  
pp. 2170-2174
Author(s):  
Oleksii M. Korzh
Keyword(s):  
Primary Care ◽  
Primary Care Physicians ◽  
Management Training ◽  
Cross Sectional Study ◽  
Self Management ◽  
Average Score ◽  
Cross Sectional ◽  
Self Monitoring ◽  
Diabetes Educators

The aim: Was to evaluate the quality of DSME provided by primary care physicians to people with diabetes mellitus. Materials and methods: A descriptive cross-sectional study was conducted among 120 primary care physicians. The quality of diabetes self-management training provided by physicians was assessed on a personal scale of 39 Likert questions obtained from the American Association of Diabetes Educators in seven areas of diabetes self-monitoring. The Cronbach’s reliability coefficient for each domain / subscale was ≥ 0.7. The data were analyzed using an independent selective t-test and one-way ANOVA. Results: More than half of the doctors provided “inadequate quality” of diabetes self-management in all areas. Doctors had the highest average score in the domain of “drug intake” (4.46 ± 0.61). Average scores in the “problem-solving domain” (3.52 ± 0.63) and “ being active domain” (3.46 ± 0.75) were low. The quality of DSME provided by physicians was not related to any of the characteristics of the physician. Conclusions: The quality of doctors’ communication on DSME in this study was suboptimal. Most adequately informed cases of diabetic behavior associated with self-management have been associated with reduced risk factors and an orientation towards disease. Thus, training of primary care physicians in diabetic self-management is recommended because of the key role that these doctors play in managing diabetes.

The Application of a Self-Management Program on Instruction-Following Skills

1989 ◽  
Vol 14 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Martin Agran ◽  
Julie Fodor-Davis ◽  
Stephen Moore ◽  
Marlene Deer
Keyword(s):  
Intellectual Disabilities ◽  
Training Program ◽  
Task Performance ◽  
Skills Training ◽  
Management Program ◽  
Multiple Baseline ◽  
Self Management ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Verbal Prompts

The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.

Assessment for Generalization of Parenting Skills in Home Settings

1988 ◽  
Vol 13 (3) ◽  
pp. 202-210 ◽  
Author(s):  
Linda K. Cordisco ◽  
Phillip S. Strain ◽  
Nancy Depew
Keyword(s):  
Parent Training ◽  
Behavior Modification ◽  
Behavioral Parent Training ◽  
Multiple Baseline ◽  
Initial Training ◽  
Parenting Skills ◽  
Home Setting ◽  
Baseline Design ◽  
Training Package ◽  
Home Training

This study examined the effectiveness of a behavioral parent training package that included initial training in two settings in the home with generalization of parenting skills (and the need for additional intervention) being assessed to a third setting in the home. Training in behavior modification skills was introduced in a multiple baseline design across parents. The results showed that although all parents increased their correct use of behavior modification skills following the introduction of intervention in two home settings, only one parent out of three spontaneously generalized these skills to a third home setting. The results of this study suggest that generalization of parenting skills across home settings may not take place for some parents without specific programming. Finally, the study showed that once skills had generalized across settings, parenting skills and child efforts maintained over a 1-year period.

Reducing Stereotypic Behavior by Teaching Orienting Responses to Environmental Stimuli

1997 ◽  
Vol 22 (1) ◽  
pp. 28-35 ◽  
Author(s):  
William D. Frea
Keyword(s):  
Eye Movements ◽  
The Other ◽  
Multiple Baseline ◽  
Stereotypic Behavior ◽  
Multiple Baseline Design ◽  
Community Settings ◽  
Baseline Design ◽  
Environmental Stimuli ◽  
Natural Stimuli ◽  
Adolescents With Autism

This study investigated the feasibility of decreasing the stereotypic behavior of two adolescents with autism by teaching them to increase orienting responses to their environment using an external prompt. Both participants exhibited high rates of stereotypic behaviors, one in the form of physical rigidity and stereotyped eye movements, the other in the form of perseverative speech and repeated gesturing. They were taught to increase the amount of appropriate orienting to natural stimuli in community settings. Within a multiple baseline design across settings, both demonstrated decreases in stereotypic behavior as appropriate orienting increased.

Effects of Targeted Professional Development on Teachers’ Specific Praise Rates

2016 ◽  
Vol 19 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Brandi Simonsen ◽  
Jennifer Freeman ◽  
Kathryn Dooley ◽  
Eleanor Maddock ◽  
Laura Kern ◽  
...  
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Management Practices ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Self Management ◽  
Baseline Design ◽  
Training And Support ◽  
Targeted Professional Development ◽  
Specific Praise

Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers’ classroom management. This study employed a multiple baseline design across elementary teachers to investigate the effect of targeted professional development (TPD), an efficient approach that incorporated self-management and email prompts, on teachers’ rates of specific praise. We replicated this study at a second elementary school to provide additional evidence of the efficacy of TPD. Across teachers in both schools, data support a functional relation between TPD and an increase in teachers’ use of specific praise.

Goal management training ® home-based approach for mild cognitive impairment in Parkinson’s disease: a multiple baseline case report

Neurocase ◽  
2018 ◽  
Vol 24 (5-6) ◽  
pp. 276-286
Author(s):  
Ariane Giguère-Rancourt ◽  
Marika Plourde ◽  
Maxime Doiron ◽  
Mélanie Langlois ◽  
Nicolas Dupré ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Cognitive Impairment ◽  
Case Report ◽  
Mild Cognitive Impairment ◽  
Management Training ◽  
Multiple Baseline ◽  
Goal Management ◽  
Home Based ◽  
Baseline Case ◽  
Goal Management Training

The Effects of Self-Evaluation Training on Maintenance and Generalization during Stuttering Treatment

1982 ◽  
Vol 47 (3) ◽  
pp. 271-280 ◽  
Author(s):  
Roger J. Ingham
Keyword(s):  
The Self ◽  
Multiple Baseline ◽  
Self Management ◽  
Training Procedure ◽  
Management Research ◽  
Baseline Design ◽  
Self Evaluation ◽  
Maintenance Schedule ◽  
Speech Performance ◽  
Evaluation Training

Training in self-evaluation of speech performance was combined with a self-managed, performance-contingent maintenance schedule during the treatment of two young adult stutterers. A multiple baseline design was used to investigate the effect of introducing this procedure to a variety of speaking situations. Covert and overt assessment indicated that whenever the self-evaluation training procedure was introduced to the maintenance schedule, it was associated with substantially reduced stuttering which was sustained over a period of at least six months across speaking situations. Some implications of these findings for treatment and self-management research are discussed.

A Component Analysis of Self-Management Training with Behaviorally Disordered Youth

1992 ◽  
Vol 17 (4) ◽  
pp. 281-290 ◽  
Author(s):  
Samuel A. Digangi ◽  
John W. Maag
Keyword(s):  
Management Training ◽  
Interaction Effects ◽  
Self Management ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Research And Practice ◽  
Self Evaluation ◽  
Verbal Behaviors ◽  
Self Instruction ◽  
Three Components

The purpose of this study was to analyze the interaction effects among three components of self-management training: self-monitoring, self-evaluation/self-reinforcement, and self-instruction upon the appropriate and inappropriate verbal behaviors of three behaviorally disordered students. An extension of the A-B-A-B design was used to assess interaction effects. A combination of all three components and the combination of self-instruction and self-monitoring were the most effective treatments across all three subjects. Self-monitoring and self-evaluation/self-reinforcement, when employed as individual treatments, were least effective, while self-instruction was the most effective treatment when employed in isolation. Implications for research and practice are discussed.

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