Implementing a Parent Training Program to Address High-Frequency Challenging Behaviours in Children with ASD becomes clinically important the moment a team has to turn good intentions into reliable action inside caregiver coaching, home routines, team meetings, and values-sensitive decision making. In Implementing a Parent Training Program to Address High-Frequency Challenging, for this course, the practical stakes show up in better alignment between intervention and the family context in which it must survive, not in abstract discussion alone.
Provider: BehaviorLive — via UK Society For Behaviour Analysts
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →A number of group-based parent training programs have been developed to address behavioural concerns in young children with and without developmental disorders. Typically, these programs have been designed to address core symptoms of autism spectrum disorder (ASD: e.g., the Incredible Years for ASD) or broad coaching to address parent response to child misbehaviour (e.g., Parent-Child Interaction Therapy). Despite the efficacy of these programs, they have limited application to the most common forms of challenging behaviour that occur within the ASD population. This presentation will describe our recent randomized control trial of a 6-week group-based parent training curriculum specifically designed to address high-frequency challenging behaviours among children with ASD (i.e., aggression, feeding difficulties, and sleep dysfunction). The presentation will progress through a series of topics to help attendees develop foundational knowledge and skills related to teaching parents to collect and analyse data, formulate assessment strategies, and develop treatments that address sleeping, eating, and problematic behaviour. Content will be provided through a combination of didactic instruction, modelling and role-play, and the use of video examples of child behaviour. Learning objectives Upon completion of this event, participants will be able to: · Identify underlying operant processes and research strategies that promote behaviour change and explain them in lay terms · Identify skills related to the assessment and treatment of sleep disturbances, feeding difficulties, and aggression · Identify key issues in delivering effective parent training
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
Dr. Henry S. Roane received his Ph.D. from Louisiana State University in 2000. He is the Gregory S. Liptak Professor of Child Development in the Department of Pediatrics at the State University of New York’s Upstate Medical University. Dr. Roane is known as an outstanding leader, clinician, researcher, and mentor. He is currently Chief of Developmental Pediatrics and Medical Genetics and Director of the Center for Development, Behavior, and Genetics at Upstate Medical University. Prior to his current appointment, he worked closely with Wayne Fisher to establish major clinical research programs at the Marcus Center in Atlanta and the University of Nebraska Medical Center—highly successful programs that have launched the careers of many outstanding researchers in behavior analysis. His clinical practice is data-driven, with ongoing data collection and analysis used to refine treatments, leading to high levels of success with patients who display severe, chronic, and treatment-resistant problem behavior. Dr. Roane is bridging the gap between academic and practice-oriented applied behavior analysis, and in this he is a role model. Although he sees patients and practices behavior analysis with individuals across the lifespan on a daily basis, he also conducts research that has had a broad impact on the field, resulting in more than 70 scientific articles and chapters, and three co-edited books. His work has been supported by major grants and contracts from NIH, NIMH, and the New York Office of People with Developmental Disabilities. Dr. Roane has helped shape our field by mentoring more than two dozen predoctoral interns and postdoctoral fellows, by his service on federal grant panels, and by his extensive editorial contributions to journals in and outside behavior analysis. He has served as associate editor of the flagship publication Journal of Applied Behavior Analysis and is editor in chief of the Behavioral Development Bulletin, an academic journal published by the American Psychological Association.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
258 research articles with practitioner takeaways
205 research articles with practitioner takeaways
195 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.