Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism

Crockett, Jennifer; Fleming, Richard K.; Doepke, Karla J.; Stevens, Jenny S.

doi:10.1016/j.ridd.2005.10.003

Cited by 104 publications

(70 citation statements)

References 14 publications

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“…Thus, research on parent training could lead to major changes in service delivery. Second, parent involvement can facilitate generalization and maintenance of acquired skills (Crockett et al, 2007;Kaiser, Hancock, & Nietfeld, 2000) that surpass what specialized interventionists can provide.…”

Section: Evidence Base Update For Autism Spectrum Disordermentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

281

170

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This evidence base update examines the level of empirical support for interventions for children with autism spectrum disorder (ASD) younger than 5 years old. It focuses on research published since a previous review in this journal (Rogers & Vismara, 2008). We identified psychological or behavioral interventions that had been manualized and evaluated in either (a) experimental or quasi-experimental group studies or (b) systematic reviews of single-subject studies. We extracted data from all studies that met these criteria and were published after the previous review. Interventions were categorized across two dimensions. First, primary theoretical principles included applied behavior analysis (ABA), developmental social-pragmatic (DSP), or both. Second, practice elements included scope (comprehensive or focused), modality (individual intervention with the child, parent training, or classrooms), and intervention targets (e.g., spoken language or alternative and augmentative communication). We classified two interventions as well-established (individual, comprehensive ABA and teacher-implemented, focused ABA þ DSP), 3 as probably efficacious (individual, focused ABA for augmentative and alternative communication; individual, focused ABA þ DSP; and focused DSP parent training), and 5 as possibly efficacious (individual, comprehensive ABA þ DSP; comprehensive ABA classrooms; focused ABA for spoken communication; focused ABA parent training; and teacher-implemented, focused DSP). The evidence base for ASD interventions has grown substantially since 2008. An increasing number of interventions have some empirical support; others are emerging as potentially efficacious. Priorities for future research include improving outcome measures, developing interventions for understudied ASD symptoms (e.g., repetitive behaviors), pinpointing mechanisms of action in interventions, and adapting interventions for implementation with fidelity by community providers.Autism spectrum disorder (ASD) is defined by difficulties with reciprocal social communication and stereotyped interests or behaviors (American Psychiatric Association [APA], 2013) that usually emerge in early childhood. About one third of children with ASD have delays in cognitive development and daily living skills (Autism and Developmental Disabilities Monitoring Network, 2014). Co-occurring behavior problems (tantrums, aggression, self-injury, impulsivity, anxiety, extreme food selectivity, insomnia) and medical conditions (e.g., seizure disorder, gastrointestinal disturbance) are also common. Although ASD almost always persists across the lifespan, early intervention can alleviate symptoms (Rogers & Vismara, 2008).ASD has a prenatal origin related to genetic risk and environmental events; however, the precise etiology has not been determined (Volkmar, Paul, Rogers, & Pelphrey, 2014). Although once considered rare, ASD is now estimated to occur in approximately 1 in 68 individuals (Autism and Developmental Disabilities Monitoring Network, 2014). It remains unknown whethe...

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Section: Evidence Base Update For Autism Spectrum Disordermentioning

confidence: 99%

Evidence Base Update for Autism Spectrum Disorder

Smith

Iadarola

2015

Journal of Clinical Child & Adolescent Psychology

281

170

View full text Add to dashboard Cite

show abstract

“…The majority of research evaluating DTT training packages has focused on teaching DTT to individuals that already have some background or direct experience working with children with ASD. Most often, participants are paraprofessionals (e.g., Koegel, Glahn, & Nieminen, 1978;Koegel, Russo, & Rincover, 1977;Dib & Sturmey, 2007;Gilligan, Luiselli, & Pace, 2007) or parents (e.g., Crockett, Fleming, Doepke, & Stevens, 2007). Participants' amount of experience with children with ASD generally varies depending on factors such as the participants' relationship with the children (e.g., parent or teacher), their occupation (e.g., special education teacher, or university student), and their education level (e.g., high school diploma or Master's degree in special education).…”

Section: Evaluating Dtt Training Strategiesmentioning

confidence: 99%

Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism

Thomson

Martin

Fazzio

et al. 2012

Research in Autism Spectrum Disorders

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A widely used instructional method for teaching children with autism is Applied Behaviour Analysis (ABA), and a main component of ABA programming is discretetrials teaching (DTT). DTT is made up of a series of brief teaching trials, with each trial including an antecedent (e.g., an instruction from the teacher), a response from the child, and an immediate consequence (e.g., a reinforcer provided for a correct response). Using a modified multiple-baseline design across participants, Experiment 1 assessed the effectiveness of a DTT self-instructional package for teaching 4 pairs of newly-hired ABA tutors how to apply 21 components of DTT to teach 3 tasks to a confederate role-playing a child with autism. In Experiment 2, a group of 8 additional tutors were each independently presented with the same procedure. In both experiments, in Phase 1(baseline), tutors attempted to teach the 3 tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and once again attempted to teach the same 3 tasks to the confederate. Phase 3 was a within-subject AB design component. That is, if tutors did not meet a DTT mastery criterion of 80% after studying the manual in Phase 2, then they watched a brief video demonstration of a DTT expert teaching a task to a child role-playing a child with autism (Fazzio, 2007), and then once again attempted to teach the 3 tasks to the confederate. Across both experiments: a) The 16 tutors averaged 4.6 hours to master the self-instructional manual, and showed an average improvement in DTT accuracy of 32.2% from baseline; b) For the 13 tutors who did not meet the mastery criterion after reading the manual, their average DTT performance improved an additional 12% after watching the video; c) 13 of the 16 participants met mastery (3 after the manual and 10 after the manual plus video), and the other 3 tutors were very close to mastery. The results suggest that the training package is

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“…Esses resultados constatam a eficácia do programa de ensino e contradizem a suposição de Crockett et al (2007) de que seria necessário um grande número de sessões para o repertório melhorar, sendo passível de observação após meses ou anos. É importante, contudo, levar em consideração que o repertório almejado no presente estudo era o de tato com autoclítico, com crianças que já tateavam, enquanto em Crockett et al (2007) o ensino foi de tato. Ambas as pesquisas ensinaram mais de um repertório ao mesmo tempo.…”

Section: Discussionunclassified

“…Contudo, no presente estudo, essa imprecisão não pareceu afetar o desempenho da criança que apresentou uma linha crescente de precisão. Em pesquisas futuras seria importante estabelecer medidas específicas para acompanhar a aprendizagem dos cuidadores e sua influência no desempenho das crianças, como as utilizadas por Lafasakis e Sturmey (2007) e Crockett et al (2007).…”

Section: Discussionunclassified

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Efeito De Intervenção via Cuidadores Sobre Aquisição De Tato Com Autoclítico Em Crianças Com Tea

Borba¹,

Monteiro²,

Barboza³

et al. 2016

REBAC

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RESUMOA efetividade da intervenção analítico-comportamental implementada via cuidadores de crianças diagnosticadas com Transtorno do Espectro do Autismo (TEA) foi avaliada em contexto aplicado com três famílias do norte do Brasil. Foram ensinados repertórios de tato com autoclítico. Participaram três crianças diagnosticadas com TEA (e seus respectivos cuidadores), dois meninos (4 e 5 anos de idade) e uma menina (6 anos). As crianças já haviam aprendido repertório de tato. Os cuidadores foram ensinados a implementar procedimentos de intervenção usando Ensino por Tentativas Discretas (Discrete Trial Teaching, DTT). Após esse treino, os cuidadores passaram a ser supervisionados semanalmente. Todas as crianças registraram 0% de precisão de desempenho de tato com autoclíticos na linha de base. A percentagem foi próxima de 100% no passo final da intervenção implementada pelos cuidadores. A manutenção do repertório Foi também avaliada em uma sessão de follow-up um mês após o ensino. Uma criança mostrou 100% de manutenção e as outras duas mostraram manutenção parcial. Os dados mostraram que a intervenção via cuidadores é uma forma promissora de dar amplo acesso a intervenção analítico-comportamental ao autismo no Brasil.Palavra-chave: tato, autoclítico, intervenção via cuidadores, autismo.ABSTRACT The effectiviness of a behavior-analytic intervention implemented via caregivers of children diagnosed with autism spectrum disorder (ASD) was evaluated in an applied context with three families in Northern Brazil. We taught tact with auticlitic repertoire. Three children diagnosed with ASD (and their respective caregivers) participated (one 6-year-old girl and two boys, 4 and 5 years old). The children were already taught tact repertoire. Caregivers were given training to implement intervention procedures using Discrete Trial Teaching (DTT). After that, caregivers were given systematic supervison once a week. All the children showed 0% of accuracy in tact with auticlitic performance during baseline measurement. The percetage was close to 100% of accuracy on the final step of the intervention implemented by the caregivers. The maintenance of the repertoire was also evaluated in a follow-up session carried-out a month after. One child showed 100% maintenance and other two children partial maintenance. The data showed that caregiver-based approach is a promissing way to give comprehensive access to behavior-analytic intervention to children diagnosed with autism in Brazil.

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Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism

Cited by 104 publications

References 14 publications

Evidence Base Update for Autism Spectrum Disorder

Evidence Base Update for Autism Spectrum Disorder

Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism

Efeito De Intervenção via Cuidadores Sobre Aquisição De Tato Com Autoclítico Em Crianças Com Tea

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