Using Behavioral Skills Training to Support Caregivers Through Educational Telehealth

2021 ◽  
pp. 004005992110510
Author(s):  
Sara Werner Juarez
Keyword(s):  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Her Family ◽  
Home Support ◽  
Use Of Technology

While the COVID-19 pandemic drastically affected families, it also accelerated the availability and use of video conferencing technology in their homes. Families will continue to experience challenges, even when children safely return to in-person instruction. The purpose of this article is to demonstrate how practitioners can use behavioral skills training (BST) through educational telehealth to support caregivers’ implementation of evidence-based practices for children with disabilities. This article presents strategies on how to use synchronous and asynchronous technology to plan effective, efficient interventions that focus on families’ needs and preferences. BST procedures of instructions, modeling, rehearsal, and feedback are discussed within a case study for Lucía, a young child with autism spectrum disorder, and her family as they learn effective antecedent-based and consequence interventions to improve Lucía’s compliance. Practical techniques with direct application, such as an Instructions handout and a Sample Schedule, support practitioners’ implementation of direct in-home support for caregivers through the use of technology.

Evaluating Behavioral Skills Training as an Evidence-Based Practice When Training Parents to Intervene with Their Children

2020 ◽  
pp. 014544552092399 ◽  
Author(s):  
John M. Schaefer ◽  
Natalie R. Andzik
Keyword(s):  
Design Research ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Single Subject ◽  
Evidence Based ◽  
Single Subject Design ◽  
Behavioral Skills ◽  
Evidence Based Practices ◽  
Behavior Skills ◽  
What Works Clearinghouse

The authors of this systematic review identified 20 individual single-subject studies examining the efficacy of Behavior Skills Training (BST) implemented with parents. Findings indicate that researchers have used BST to successfully train parents to implement a range of evidence-based practices (EBP) with their own children. Parents of children with autism or intellectual disability made up the large majority of participants in these studies. Applying the methodological quality standards set by What Works Clearinghouse (WWC), the authors detail the evidence from 67 individual cases provided by single-subject design research. Practitioners looking to train parents of children with disabilities to implement EBPs can be confident that BST is an effective training practice.

scholarly journals Autism, Interventions and Parent Training

Psichologija ◽  
2018 ◽  
Vol 57 ◽  
pp. 74-94 ◽  
Author(s):  
Nichola Booth ◽  
Stephen Gallagher ◽  
Mickey Keenan
Keyword(s):  
Parent Training ◽  
Best Practice ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Evidence Based ◽  
Behavioral Skills ◽  
English Only ◽  
Advantages And Disadvantages ◽  
Mental Health Difficulties ◽  
Autism Interventions

[full article, abstract in English; only abstract in Lithuanian] Worldwide, the prevalence rates of autism are increasing. This review looks at the additional stressors that parenting a child with autism can bring, including psychological distress and mental health difficulties. With the difficulties associated with the autism diagnosis and additional demands on the parents, research has shown that parent training, which helps teach parents new skills, may be advantageous. This review also looks at the most commonly used interventions that parents might avail of in order to acquire new skills, and it examines whether they are based in science, pseudoscience or anti-science. Utilizing best practice from evidence-based research, parents can be successfully trained to teach new skills across a variety of different domains. The advantages and disadvantages of one-on-one training sessions versus group training events, as well as the different components that contribute to each, are discussed. A number of training packages are discussed, including Behavioral Skills Training, video modelling and manualized training packages. We conclude that there is substantial evidence showing that packages with behavioral underpinnings are more effective for children with autism. Autism awareness and education is simply not enough – educate the parents using evidence-based practice to help effectively educate the children

Training Peer Models to Promote Social Skills: Considerations for Practice

2017 ◽  
Vol 33 (3) ◽  
pp. 160-170 ◽  
Author(s):  
Therese L. Mathews ◽  
Christopher Vatland ◽  
Ashley M. Lugo ◽  
Elizabeth A. Koenig ◽  
Shawn P. Gilroy
Keyword(s):  
Social Skills ◽  
High Functioning Autism ◽  
Behavioral Skills Training ◽  
Strong Support ◽  
Skills Training ◽  
Autism Spectrum ◽  
Behavioral Skills ◽  
Verbal Interactions ◽  
Peer Models ◽  
Treatment Package

Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.

scholarly journals Development of Parents’ Competencies for Online Kindergarteners, Built on the Principles of the Pyramid Approach to Education

2020 ◽  
Vol 18 (4) ◽  
pp. 52-58
Author(s):  
O.A. Popova ◽  
O.M. Orlova
Keyword(s):  
Parental Education ◽  
Behavioral Skills Training ◽  
Skills Training ◽  
Autism Spectrum ◽  
Behavioral Skills ◽  
Daily Work ◽  
Children With Asd ◽  
Before And After ◽  
Critical Competencies

The study shows the influence of education and feedback on the development of the competencies of parents supervising the distance learning of children with autism spectrum disorders (ASD) in the online kindergarten format. The paper presents materials of an empirical study involving five mothers and nurses accompanying children. The measurements of the three competencies of parents as tutors were carried out within one month and were made before and after teaching the parents the basics of ABA (applied behavior analysis) methods. We used the methodology of teaching parents behavioral skills BST (behavioral skills training). Parental training resulted in changes of parental competencies showing as improvements of percent ratios of correct reactions to a total number of samples regarding three critical competencies of parents as tutors: providing reinforcements, prompts, maintaining requests of children. It was found that trained parents of children with ASD are more effective at improving skills of their children than before training. Collaboration with families of children with ASD and the adaptation of parental education help families to be more successful in their daily work with their children, acquire new skills, and improve the quality of life of their families.

Sign in / Sign up

Export Citation Format

Share Document