Training Parents to Implement Pediatric Feeding Protocols

Abstract

Four different multicomponent training packages were evaluated to increase the treatment integrity of parents implementing pediatric feeding protocols. In Study 1 we exposed 3 parents to a training package that consisted of written protocols (baseline), verbal instructions, therapist modeling, and rehearsal training. Results suggested that the package was successful in increasing treatment integrity of the feeding protocols to high levels. Study 2 investigated three different parent-training packages comprised of components used in Study 1. Two parents were exposed to written protocols, verbal instructions, and modeling; 2 parents were exposed to written protocols, verbal instructions, and rehearsal; and 2 parents were exposed to written protocols and verbal instructions. Results of Study 2 showed that each parent-training package produced very high treatment integrity. Follow-up data in the clinic and home for 5 participants suggested that the results were durable for up to 3 months. These results demonstrate a first step in the transfer and application of research findings into routine clinical practice because we evaluated several methods for training parents to implement behavioral feeding protocols, and we demonstrated that these methods resulted in high levels of treatment integrity in a controlled clinical setting.

Parental influences on children’s eating behaviour and characteristics of successful parent-focussed interventions

“…Indeed, programmes teaching behavioural reinforcement techniques to parents have found that written instructions alone are not sufficient. Rather, parents often require verbal, rehearsal, and/or modelling instruction also (Mueller et al, 2003). In these programmes, parents learn behavioural reinforcement techniques and then implement these with their child.…”

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

“…Within the consultation literature, training types have been divided into two categories, indirect didactic training and direct training procedures (i.e., modeling, role playing, rehearsal, and feedback; Sterling-Turner, Watson, & Moore, 2002). Numerous research studies have demonstrated the superiority of direct training procedures over didactic training procedures for enhancing skill development Mueller et al, 2003;Rickert et al, 1988;Sterling-Turner, Watson, Wildmon, Watkins, & Little, 2001;Watson & Kramer, 1995). Additionally, training studies evaluating direct and didactic training procedures for increasing teacher implementation of classroom-based intervention procedures have found similar results (Fantuzzo et al, 1996;Sterling-Turner et al, 2001;Sloat, Tharp, & Gallimore, 1977;Stormont, Covington-Smith, & Lewis, 2007;Thomson, Cooper-Holmberg, & Baer, 1978).…”

Behavioral Parent Training to Address Feeding Problems in Children with Autism Spectrum Disorder: A Pilot Trial

“…Although reports give precise descriptions of individual strategies, much of this work has been conducted in specialized programs such as inpatient and partial hospitalization programs, and parents are either not involved in the intervention or are taught the behavioral interventions only after the feeding therapists have had success. In addition, because few such programs exist, families often must travel long distances for the intervention and, upon discharge, return to their home communities with little training, infrequent follow-ups and limited support (Gale et al 2011;Mueller et al 2003;Werle et al 1993). A few single-subject studies have reported on parent delivered interventions for feeding problems (Gale et al 2011;Gentry and Luiselli 2008;Mueller et al 2003;Tarbox et al 2010).…”

“…In addition, because few such programs exist, families often must travel long distances for the intervention and, upon discharge, return to their home communities with little training, infrequent follow-ups and limited support (Gale et al 2011;Mueller et al 2003;Werle et al 1993). A few single-subject studies have reported on parent delivered interventions for feeding problems (Gale et al 2011;Gentry and Luiselli 2008;Mueller et al 2003;Tarbox et al 2010). In the Gale et al study, food refusal and mealtime disruption were treated with positive reinforcement for acceptance along with noncontingent reinforcement for three preschoolers.…”