Effectively Training Parents in Behavior Analytic Interventions Megan Miller, PhD, BCBA-D, LBA Director of Outreach and Development Navigation Behavioral Consulting

Google Drive Link with Resources: https://drive.google.com/open?id=1RvmbBkDqkx7oO5ELdT7KymH CvMpvNa2S

Overview Example Parent Training Procedure Behavioral Skills Training General ”Tips” Support documents Choice Document Parent Training Note Parent Interactions – Example Guidelines

Learning Objectives Participants will be able to explain recommended guidelines for parent training based on BHCOE and BACB Codes Participants will be able to explain at least 3 recommendations for parent training and coaching based on BHCOE and BACB Codes Participants will be able to apply at least 1 strategy for collaborating with parents based on BHCOE and BACB Codes

NBC Parent Training Procedures

Choosing Parent Training Goals During a scheduled parent training session, the family and the supervisor discuss parental concerns and skills that would benefit from parent training. The supervisor and the family work together to prioritize concerns and choose a goal or goals to focus on. During this process, the family provides input regarding which goals are most important to them at the time and the supervisor provides feedback regarding whether or not other goals may need to be addressed first in order to obtain the goals that are important to the family ***This is what we use at NBC ****Word document of the guidelines in folder on drive BHCOE 3.0 Collaboration BACB 4.02 Planning and Consent

Choosing Parent Training Goals Once a goal or goals are chosen, the supervisor presents options to the family regarding how to meet those goals. The supervisor may ask the family questions about what is feasible and acceptable for them If there are differences in input regarding how to address the goals, the supervisor presents to the family the different options and the benefits or disadvantages of those options The family and the supervisor determine which option to implement first to address the goal or goals and documentation of this choice occurs. Once an option is chosen, the supervisor writes a plan and prepares a training session for the family based on this option. ***This is what we use at NBC ****Word document of the guidelines in folder on drive

Initial Training on a Goal For each goal, families receive hands on training to learn how to implement procedures related to meeting that goal. Hands on training consists of: Explanation of the plan developed for the goal. Feedback is sought from the family at this time to confirm the plan is feasible for the family. If the plan is not feasible, changes are made as long as the program will still be effective. Modeling of the plan developed for the goal Role-playing and practice following the plan developed for the goal Feedback using a checklist feedback form is provided to increase successful implementation of the plan The opportunity to ask questions and receive clarification ***This is what we use at NBC ****Word document of the guidelines in folder on drive BHCOE 2.0 Treatment Planning, 3.0 Collaboration BACB 4.02 Planning and Consent, 2.09 Effective Treatment, 1.01 Reliance on Scientific Knowledge

Follow-up Training on a Goal Once training has been received for a goal, the supervisor conducts follow up training as needed. Follow up training consists of: Observing implementation of the plan and providing feedback using a checklist feedback form to increase successful implementation of the plan Collecting data on the child’s performance Checking in with the family to see if there are any questions about the plan or progress being made Making modifications to the plan as indicated by the child’s progress The frequency of follow up training depends on the complexity of the goal being addressed ***This is what we use at NBC ****Word document of the guidelines in folder on drive

Documentation and Data Collection To adhere to our ethical guidelines and funding source requirements, documentation of parent training is required. Families receive documentation related to choosing parent training goals, choosing plans to address the goals, and the final plans developed for addressing the goals. This documentation requires parent signatures to confirm the training occurred. ***This is what we use at NBC ****Word document of the guidelines in folder on drive BHCOE 2.0 Treatment Planning and Programming, 3.0 Collaboration BACB 2.09 Effective Treatment, 1.01 Reliance on Scientific Knowledge

Documentation and Data Collection Data collection for parent training goals may occur in the following ways: Collecting data on parent participation during parent training activities. Recording whether or not the parent participated in a parent training activity. Collecting data using the checklist feedback form. This consists of providing feedback to the family regarding implementation of the plan. This form can be used to identify areas that require additional training and to determine if a plan needs to be adjusted Collecting ongoing data on the child’s performance. This usually consists of the parent collecting data on a daily basis in order to track the child’s progress with the goal. This data collection is necessary when the data are needed in order to provide effective services. Collecting data samples of the child’s performance This usually consists of the BCBA collecting data on a weekly, biweekly, or monthly basis to track the child’s progress with the goal This data collection is necessary in order to provide effective services and typically occurs by having the supervisor observe the family implement the plan and collect data on the child’s performance during this time. ***This is what we use at NBC ****Word document of the guidelines in folder on drive

Training Supports and Resources

Behavioral Skills Training Should be done each time a family is receiving formal training on an intervention or protocol Preference is for a written packet for the family Create AFTER collaborating with family about the intervention Sample BST Packet Go through the document briefly

Parent Choice Use prior to developing an intervention or protocol Should be collaborative Example Go over the example document in detail

Parent Checklist Fill out during each formal parent training session Use to update on current goals and new goals Used to track collaborative discussion Example Go over the document in detail

Sample Parent Interaction Guidelines

Professionalism As a provider, you have the knowledge and skill set related to ABA and what you are teaching and how. The parent is the expert on their child and we need to recognize them as a source of invaluable information. When collaborating with a parent, make sure to ask for their feedback, to ask questions, to explain programming in non-technical language, and determine feasibility prior to implementation. Provide frequent updates on programming and progress and what is currently being targeted.

Alternative Treatments Be professional when talking to parents about Alternative Treatments Do not convey judgement Be understanding and use it as an opportunity to find out more about skills they are concerned about and professionally explain to the family how we could address those same skills if they would like Let the parent know you can provide them with information about the research for the intervention but do not negatively inform them that it is not evidence-based Do not force input to the parent if they have not asked for it Try to inform the parent of potential positives and negatives of the intervention Remind parents of company policies Remind parents that interventions will need to be modified This is what NBC does

Train clinicians and families on the policies/procedures/expectations Provide rationales SHAPING!!!!! Flexibility is key! Do not take things personally The parent is always right Closing Thoughts

Questions? Megan Miller, PhD, BCBA-D, LBA mmillernbc@gmail.com Navigation Behavioral Consulting www.navigateaba.com