Parent Education Intervention Results in Decreased Challenging Behavior and Improved Task Engagement for Students With Disabilities During Academic Tasks

Abstract

Children with developmental disabilities and attention deficit hyperactivity disorder often engage in challenging behavior when presented with academic demands. Parents of school-age children with such diagnoses are commonly asked to assist their child with academic tasks but may struggle to do so as a result of challenging behavior. This study evaluated the effects of a parent education intervention on the challenging behaviors and task engagement of three school-age children with disabilities during academic activities. Parent education consisted of (i) weekly didactic instruction; (ii) modeling; (iii) role-play; and (iv) in vivo coaching and performance feedback. Using a non-concurrent multiple baseline across participants with embedded individual multi-element design, this study demonstrates that a parent education intervention results in decreases in challenging behavior and increases in task engagement. These results suggest that parent education focused on addressing challenging behavior during one-toone instruction may facilitate completion of academic tasks. Implications for practice and suggestions for future research are discussed.

Behavioral Telehealth Consultation with Families of Children with Autism Spectrum Disorder

“…Parents have informed intervention by completing functional behavior assessment (FBA) rating scales and interviews (e.g., Marcus, Swanson, & Vollmer, ) and conducting experimental functional analyses (e.g., Kurtz et al, ). Parents have also collaborated with professionals to develop a behavior intervention plan (BIP) (e.g., Buschbacher, Fox, & Clarke, ) and more broadly have participated in parent education and coaching programs to learn how to implement behavioral intervention strategies at home (Kuhn, Lerman, & Vorndran, ; Lerman, Swiezy, Perkins‐Parks, & Roane, ; Lequia, Machalicek, & Lyons, ; Marcus et al, ). Family members who learn to implement behavior support strategies benefit from decreased child challenging behavior and may experience reduced stress and depression in the process (Feldman & Werner, ; Koegel, Bimbela, & Schreibman, ; McConachie & Diggle, ; Schreibman, Kaneko, & Koegel, ; Vaughn, White, Johnston, & Dunlap, ).…”

Homework Plans

“…In addition, highly preferred activities (e.g., computer access, video games, outside play) can present strong competition for student attention. Parents are also challenged in the home by a variety of demands (e.g., answering the phone, attending to the needs of other children, completing household tasks; Lequia et al, 2013). These issues make it even more important that homework assignments be made after an initial collaborative planning process.…”

“…For students with mild disabilities, determining the specific ways in which homework might enhance student skills and success is a critical first step. For many studentsespecially those with intellectual, learning, or behavioral issueshomework may be especially important in providing the extra time required for any newly taught skills to become established (e.g., Lequia, Machalicek, & Lyons, 2013). 534615T CXXXX10.1177/0040059914534615Council for Exceptional ChildrenTeaching Exceptional Children…”

Otizm Spektrum Bozukluğu Olan Çocuğa Sahip Annelerin Uyguladığı Uyarlanmış Fiziksel Aktivitelerin Annelerin Yaşam Kalitesine Etkisi

“…Family trainings were organized for mothers to help them become competent in implementing the program. Previous studies on family education showed that education programs for families were carried out through informative presentations, modeling, role play and feedback (Lequia et al, 2013;Mazurik-Charles & Stefanou, 2010). Training activities for mothers were carried out before the implementation process started.…”