Predictors And Moderators Of Parent Training Efficacy

The feelings a parent faces when diagnosed with an autistic child can only be described as guilt, pain, panic and disbelief. Where the dreams of their child surviving all the years of educational schooling and therapy and becoming an independent adult start fading; yet there are success stories of those who did. The Internet has made it possible for parents to have access to a great deal of information about treatment for ASD. Unfortunately, much of the information is not based on solid scientific evidence that demonstrates

This is why it is important that parents become trained in ABA. However, it is important that parents do not think that one approach will solve any child 's autism difficulties. The idea of using a “cookbook recipe” to fix their child is something that must be thrown out the window and techniques that encourage parents to become educated about the broadness of autism should be used. This includes learning how their child functions and ways to help design a ABA for their child rather than basing it off of statistics (Dillenburger et al.,2004).

This approach aim at providing parents with the skills to managed the adolescent’s behaviors. According to Centers for Disease Control and Prevention (2017) “parents work with a therapist to learn strategies to create structure, reinforce good behavior, provide consistent discipline, and strengthen the relationship with their child through positive communication”. Children behaviors that are diagnosed with a disruptive behavior disorder affects the entire family and peers. The parent behavior therapy approach is a way to include the child’s family in her care while providing the parents with the skills they need to manage the child’s symptoms. Cognitive Behavior Therapy would be used for the client on individual bases. Cognitive behavior therapy would be effective in teaching the client strategies for coping with her anger. Since the client is over the age of five, an atypical antipsychotic medication called risperidone would be used for treatment purposes. This medication was selected, because it is FDA approved to treat behavior problems in children. “Despite the widespread use, atypical antipsychotics are not FDA approved for children younger than five years old. Five atypical antipsychotics currently have FDA-approved indications for use in children and adolescents: aripiprazole, olanzapine, paliperidone, quetiapine, and risperidone” The Centers for Medicare & Medicaid Services (2013) . The expected outcome for this client is to provide treatment that help the client to cope with her behavior issues and to promote the client with a good quality of life. The ultimate goal, is that the client will be able to function in

The interviewee's child was diagnosed with Autism Spectrum Disorder when he was just 2 years old. The child had been enrolled in the public school system since he was able to attend school. The types of classroom settings have been majority of self-contained classrooms, however, in kindergarten he attended a regular education classroom. Currently, his placement is in a self-contained Autism classroom. The family comes from a middle socioeconomic background. Furthermore, the behavior analyst has worked with all types of families and children from many different socioeconomic

Children with autism spectrum disorder will be able to receive increased services in educational settings (Hatton, et al., 2006). Teachers who educate children with autism spectrum disorder may benefit from learning the general characteristics of the disorder and evidence-based instructional strategies. Children may benefit from

Siegel, B. (2003). Helping children with autism learn Treatment approaches for parents and professionals (Sec, 2002).

Karst, J., & Hecke, A. (2012). Parent and Family Impact of Autism Spectrum Disorders: A Review and Proposed Model for Intervention

By training parents to implement the intervention of pivotal response training, clinicians can increase parent competency/confidence/self-efficacy, decrease parent/caregiver stress, and increase joint attention and communication in children with autism spectrum disorders.

Facing a difficult challenge for caregivers of young children with autism spectrum disorder (ASD) isn 't easy, yet it 's hard due to the fact of deciding on the proper treatment plan for the child. Programs emphasizing usage of structured settings, tight stimulus control, and adult-directed instruction are labeled as current evidence that supports the early educational interventions which is based on the developmental and applied behavioral-analytic principles leading to the models that focus on opportunities of naturalistic delivery of learning within child-led routines. Nevertheless, calibration with intervention gains of treatment approaches from substantial to

According to the data presented, the mean number of verbal utterances increased from the baseline number of 26.87 to the week 10 results of 41.94. This shows a statistically significant increase in utterances among all children tested. They also concluded that parents implementing the PRT, after learning in a group format, was more beneficial for targeting language deficits in their own children. This addresses the need for more parent involvement in the child's intervention plan and strategies. PRT is a great strategy for addressing verbal deficits in children with autism and provides the child with a naturalistic approach to verbal utterances and demands. Although the discussion provided a great summary of results and an insight to the benefits of PRT, it also highlighted many limitations of the experiment. The text states, "the study suffers from several methodological limitations including the small sample size and the absence of a control group" (Minjarez et al, 2010). The fact that the students could have also been receiving other interventions outside of this program could have been a factor to their success as well. With these limitations in mind, I still believe this to be a positive study because it brings to light the importance of implementing the parents in the intervention strategies. The children not only

When a child is diagnosed with autism spectrum disorder (ASD), the parents face numerous questions about what that means for their child’s life. With a growing prevalence rate of ASD, many parents face the similar struggle in determining what type of treatment will provide the best outcomes for their child. Two popular treatment choices are applied behavioral analysis (ABA) and skills training.

Raising a child with an Autism Spectrum Disorder (ASD) can be an unexpected and overwhelming experience for parents and families. ASD is a developmental disability that can cause significant delays in communication, social and behavioral challenges (CDC, 2016). With the growing prevalence of ASD comes the increasing need for health, education and social services. As previously mentioned, it is estimated that 1 in 68 children are diagnosed with ASD (CDC, 2016). Additionally, children with ASD can obtain significant challenging behaviors that can include tantrums, aggression, self-injurious behavior, noncompliance, property destruction and hyperactivity (Bearss et. al, 2013). Compared to parents of typically developing children, parents of children with ASD report a greater sense of helplessness along with avoiding conflict when dealing with challenges of parenting. To decrease noncompliance and unwanted behaviors along with increasing independence, parents of children with ASD may need specific instruction in behavioral interventions and procedures (Bearss et. al, 2013). This being said, young children with ASD can benefit immensely from early intervention. Early intervention can be defined as the experiences and opportunities utilized by primary caregivers of infants and toddlers with developmental disabilities that use behavioral concepts to shape and influence social interaction with people and objects (Odom, Horner, Snell & Blacher, 2007). The purpose

Behavioral interventions can include educating the patient on organization and increased focus, and help decrease problematic behaviors. This type of treatment can be used in conjunction with medication and is beneficial in that it can help the patient continuously through their life. Behavioral therapy is not used exclusively for the patient and there is also education for the parents as well. Teaching the parents and family members’ skills on how to effectively communicate may help to improve family life. Teachers also play an important role in the child life and could also benefit from learning these skills. Teachers can help the student accomplish their school tasks by giving them positive reinforcement when they finish a task (Clay, 2013).

Trainers conduct an assessment that identifies the emerging skills and addresses them as the first teaching goals. Students begin by learning functional skills, and good work habits that enable them to function with little intervention provided they are within the TEACCH structure (Jordan, Jones and Murray, 1998). This is the most widely used approach for teaching autistic children. Visual information, predictability and structure help the children understand what they are supposed to do, where and when it should be done, and the order of doing the activity. Parents are also involved in the programme, and their work is to promote a feeling of competence and well-being among the children. They work as co-therapists and participate in home activities when TEACCH instructors make home visits (Jordan, Jones and Murray, 1998). Parents also provide home training for goals such as independent play, increasing communication, and toilet training. They are provided with parent support information that helps them learn strategies of effective training.

A pilot study by McLeod (1999) over three years, with a sample of eight adults, using case studies and both qualitative and quantitative methods of research (including questionnaires, interviews and follow-up) described parents of individuals on the Autism spectrum, as ‘the