Autism, Interventions and Parent Training

[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

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

Behavior Modification ◽

10.1177/0145445520923996 ◽

2020 ◽

pp. 014544552092399 ◽

Cited By ~ 1

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.

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Pyramidal parent training using behavioral skills training: Training caregivers in the use of a differential reinforcement procedure

Behavioral Interventions ◽

10.1002/bin.1668 ◽

2019 ◽

Cited By ~ 1

Author(s):

Sarah M. Conklin ◽

Michele D. Wallace

Keyword(s):

Parent Training ◽

Differential Reinforcement ◽

Behavioral Skills Training ◽

Skills Training ◽

Behavioral Skills ◽

Reinforcement Procedure

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Using Behavioral Skills Training to Support Caregivers Through Educational Telehealth

Teaching Exceptional Children ◽

10.1177/00400599211051007 ◽

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.

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