NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED549748
Record Type: Non-Journal
Publication Date: 2012
Pages: 126
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-9458-6
ISSN: N/A
Assessment and Emphasis of Parent-Effective Strategies in Parent Training for Children with Autism: An Exploratory Study
Kirby, Larisa Shirotova
ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara
Parent training programs have been consistently documented in the literature to have positive effects on a wide variety of targeted behaviors in children, such that parent education is now widely acknowledged as a "best practice" in the treatment of children with autism. Research has also begun to assess how to most effectively deliver such training in these programs. For example, collaborative partnerships and a strength-based approach in parent training programs have both been found to positively affect parent-child interactions. In addition, literature on "contextual fit" of intervention programs for families of children with disabilities provides important directions for the field of parent education. To extend research in this area, the purpose of the current study was to assess parent training techniques which incorporate effective strategies that parents might already be using as part of their repertoire to target language development with their children. Using a multiple baseline design, this study examined the effects of emphasizing parent-effective strategies in parent training on parents' fidelity of implementation of intervention procedures, child responding, observed parent and child affect, parent confidence, parent stress, and parent playfulness. While the results of this study were not conclusive, they suggest a number of important directions for future research. Specifically, the results indicate that each parent possessed identifiable effective strategies which they were using with their children, and that the use of such strategies was able to be prompted during parent training. Results are discussed in terms of implications for parent education programs, parent well-being, and parent child-interactions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A