Parent and caregiver training has always been part of ABA service delivery, but the field's understanding of what that training must include — and how it must be delivered — has matured considerably. This course foregrounds a perspective that is too often absent from professional training: what parents themselves report they need, experience, and find effective.
Provider: BehaviorLive — via Women in Behavior Analysis
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Join Free →Beyond Potty Training and Imitation: A Critical Focus for Parent and Caregiver Training Jennifer Nicholson In a post-pandemic world, many individuals with ASD, Developmental Disabilities, and other related disabilities (e.g., ADHD) are experiencing additional service needs such as mental health resources, enhanced academic support and the absence of qualified service providers. As a result, caregivers education and training needs are at an all time high. While direct to client services are needed, direct to caregiver coaching and training to learn the skills necessary for the journey are critically necessary. As a BCBA and mother to two children on the spectrum who owns a business providing caregiver coaching and training, my goal is that attendees are more deeply impassioned with the absolute need to train the trainers in a more systematic, empathic and comprehensive manner. Parent and Caregiver Training by a Parent of a Neurodiverse Child Jennifer Harris As practitioners, one of the most important aspects of our job is to connect with parents and caregivers to create an impact of meaningful change. Without the relationships we develop with our parents or caregivers, the consistency and generalization of service delivery can be severely impacted. Receiving a diagnosis can be a very trying time for many of our families, from navigating services to dealing with their own emotions surrounding the diagnosis. In the presentation, we will discuss ways to build on our rapport with our families, how to structure individualized training, develop appropriate group training, and ensure that we have appropriate and collaborative parent training goals. In building this foundation in our practice, we hope to fill in the gaps of our service delivery and create the most collaborative service delivery.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | Supervision |
Jennifer graduated from the University of Kansas with a degree in speech-language pathology. Her career with children with autism started shortly thereafter as a paraprofessional in the Lawrence, Kansas School District. Returning to graduate school in behavior analysis while working both in homes and schools, Jennifer became a certified teacher for children with autism in 1998. Jennifer came to Wisconsin in 1999 to administrate Autism Behavioral Network, an in-home program for children with autism. She then started her own consulting business providing training for counties, schools and individuals in addition to being the Associate Director of Wiebusch and Nicholson Center for Autism, Inc., an intensive in-home program for children with autism spectrum disorders. Currently, Jennifer has her own practice and team of BCBAs providing training and support for parents and caregivers. She is also the parent of two teenage sons on the Autism spectrum. With the background and experience of being a parent of children with disabilities, a provider for children with disabilities and a trainer for people working with people with disabilities, Jennifer is able to provide a unique perspective of intuition of the disability as well as best practice training for precise program and daily life implementation.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
244 research articles with practitioner takeaways
233 research articles with practitioner takeaways
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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.