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Partnering with parents

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Presentation on theme: "Partnering with parents"— Presentation transcript:

1 Partnering with parents
Training Parents in Positive Parenting Skills and Direct Behavior Ratings Sayward Harrison, MA/CAS

2 overview of mental health partnership

3 Parent management training
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

4 Parent trainings… 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

5 An Evidence-Based Method for Parent Training
Videotape modeling 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 problems More prosocial behavior Fewer incidents of spanking Decreased parental stress More positive parent-child interactions

6 Videotape modeling parent training
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…

7 Parent training content
Possible topics… Getting to Know and Connecting with your Teenager Communicating Positively and Effectively Encouraging and Listening to your Child Establishing Rules and Boundaries Teaching Teenagers Responsibility Positive Discipline Strategies Dealing with Conflict Solving Problems Together

8 Parent training content
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

9 Direct behavior rating
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

10 Direct behavior rating
4 steps: Specifying a target behavior Rating the behavior following a specified observation period Sharing the obtained information across individuals (e.g., parents, teachers, students) Using the DBR outcome data to monitor the target behavior over time

11 Direct behavior rating
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.

12 Direct behavior ratings
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 -----

13 Direct behavior ratings
Parents will use DBR to rate teen’s target behaviors following specified time (e.g., family dinner) Will record DBR via text, , or BASIS Will be given tokens as incentives for use in the clinic store

14 Direct behavior ratings
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

15 references 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:   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):   Forehand, R. & Kotchick, B.A. (1996). Cultural diversity: A wake-up call for parent training. Behaviioral Therapy, 27, 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), 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), 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),

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