Contingency analysis of caregiver behavior: Implications for parent training and future directions

Stocco, Corey S.; Thompson, Rachel H.

doi:10.1002/jaba.206

Cited by 43 publications

(41 citation statements)

References 83 publications

(163 reference statements)

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“…Although we were primarily interested in detecting correlations between feeding status and rooting, it is possible that the high probability of rooting prior to feeding reflects control of parent behavior (feeding) by infant behavior (rooting). Of course, naturally occurring parent–child interactions are a result of reciprocal control between parent and child behavior (see Stocco & Thompson, ), and it is likely that our results reflect this bidirectional influence.…”

Section: Discussionmentioning

confidence: 90%

The rooting reflex as an infant feeding cue

Glodowski

Thompson

Martel

2018

J of App Behav Analysis

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Experts in infant health and development consider the rooting reflex a cue of a baby's hunger and recommend feeding the infant when this reflex occurs. However, the relation between rooting and infant feeding status has not been well established in the literature. In the current study, seven parents documented the occurrence of their newborns' rooting, crying, and a control reflex (palmar grasp) before, after, and between naturally occurring feedings. For all participants, rooting occurred during a greater percentage of reflex checks prior to feedings, whereas the palmar grasp occurred during a similar percentage of checks across these time periods. These results provide empirical support for the rooting reflex as a feeding cue. However, data for only one dyad suggested a high probability of the rooting reflex occurring without crying during prefeeding checks. Thus, our data do not provide evidence that feeding in response to the rooting reflex would preempt infant crying.

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Section: Discussionmentioning

confidence: 90%

The rooting reflex as an infant feeding cue

Glodowski

Thompson

Martel

2018

J of App Behav Analysis

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“…Although there has been a recent boom in the development of research‐based implementation support strategies, there is little empirical or theoretical guidance about the types of treatment integrity, implementers, and contexts these strategies are best suited to address (DiGennaro Reed & Codding, ; Sanetti & Collier‐Meek, ). This article posits that ABA principles could facilitate the data‐driven identification of implementation supports (Allen & Warzak, ; DiGennaro Reed et al., ; Iwata et al., ; Stocco & Thompson, ). In doing so, the current landscape of school‐based treatment integrity was described, and the application of ABA assessment procedures to treatment integrity evaluation and support was introduced and illustrated.…”

Section: Resultsmentioning

confidence: 99%

“…Initial evidence for the relationship between implementer behavior and environmental stimuli within an ABA framework has been gathered by researchers particularly interested in the impact of children's behavior on parents' and teachers' behavior (Allen & Warzak, ; Stocco & Thompson, ). Sloman et al.…”

Section: Applied Behavior Analysismentioning

confidence: 99%

“…Beyond specific implementation support strategies, however, there is little empirical research that has evaluated treatment integrity within an ABC contingency. Thus, although there is initial support for utilizing ABA to promote and address student behavior (DiGennaro Reed et al., ; Stocco & Thompson, ), evaluation of the application of this framework to teacher implementation within school settings is limited.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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Incorporating Applied Behavior Analysis to Assess and Support Educators’ Treatment Integrity

Collier‐Meek

Sanetti

Fallon

2017

Psychology in the Schools

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For evidence‐based interventions to be effective for students they must be consistently implemented, however, many teachers struggle with treatment integrity and require support. Although many implementation support strategies are research based, there is little empirical guidance about the types of treatment integrity, implementers, and contexts these strategies are best suited to address. To facilitate the data‐driven identification of implementation supports, treatment integrity and the implementation context could be evaluated through an applied behavior analysis (ABA) lens. That is, teachers’ engagement in intervention implementation or competing behaviors could be considered to be occasioned by antecedents (e.g., prompts, setting) and maintained by consequences (e.g., escape intervention, access to attention). This article describes the conceptualization of treatment integrity within an antecedent‐behavior‐consequence framework. The current landscape and limitations of school‐based treatment integrity research are reviewed and the application of ABA technology to address implementer behavior is described. Further, the article provides practical strategies for how school psychologists might apply this conceptualization to support teachers. A case study is provided to illustrate associated research‐based strategies. Last, implications and limitations are described.

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“…It is widely recognized that successful behavior change, and acquisition of new skills, requires consistent learning opportunities across varying circumstances, people, and settings (e.g., Dogan et al, ). Therefore, in childhood, parental involvement in teaching and intervention is of paramount importance (Stocco & Thompson, ). Parent involvement in intervention has repeatedly been associated with benefits such as increased opportunities for learning, as well as positive generalization and maintenance outcomes (Dogan et al, ; Heitzmann‐Powell, Buzhardt, Rusinko, & Miller, ).…”

mentioning

confidence: 99%

An evaluation of parents as behavior change agents in the Preschool Life Skills program

Gunning

Holloway

Grealish

2020

J of App Behav Analysis

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Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents were taught to use the PLS program at home with their typically developing children (3 years 3 months to 4 years 11 months). This application of the PLS program led to an increase in preschool life skills and a decrease in problem behavior and supported some generalization of the target preschool life skills from the home to preschool settings. In Experiment 2, 7 parents were taught to use the PLS program with their children with autism spectrum disorder (ASD; 3 years 11 months to 6 years 9 months). Results overall supported the parent implementation of the program and highlighted modifications required to support positive outcomes for children with ASD.

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Contingency analysis of caregiver behavior: Implications for parent training and future directions

Cited by 43 publications

References 83 publications

The rooting reflex as an infant feeding cue

The rooting reflex as an infant feeding cue

Incorporating Applied Behavior Analysis to Assess and Support Educators’ Treatment Integrity

An evaluation of parents as behavior change agents in the Preschool Life Skills program

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