Utilizing in‐vivo feedback for caregiver training of pediatric feeding protocols

Abstract

Researchers have used multicomponent behavioral skills training packages including written and verbal instructions, modeling, rehearsal, and feedback when teaching caregivers to implement pediatric feeding treatment protocols (e.g., Anderson & McMillan, 2001; Seiverling et al., 2012). Some investigators have shown that fewer behavioral skills training components may be necessary for effective training (e.g., Mueller et al., 2003; Pangborn et al., 2013). We examined the use of in‐vivo feedback following written instructions to train caregivers to implement pediatric feeding treatment protocols using a multiple baseline design across 3 caregiver dyads. Correct implementation of the feeding treatment procedures was low during baseline (written instructions only), increased with only the addition of in‐vivo feedback, and remained high during follow‐up sessions for all caregivers. Results are discussed in terms of clinical implications and caregiver satisfaction.

A Demonstration of Caregiver-Implemented Functional Analysis of Inappropriate Mealtime Behavior via Telehealth

“…Although the purpose of the current study was not to evaluate caregiver training procedures, an interesting finding is that caregivers did not require all behavioral skills training components to implement the procedures successfully. Similar to findings of previous studies (e.g., Bachmeyer-Lee et al, 2020), caregivers performed each of the protocol steps correctly with fewer components.…”

Using an intensive interdisciplinary telehealth model to treat pediatric feeding disorders

“…Typically, this model is used to teach caregivers to implement treatment at a local site or in the child's natural environment using behavioral skills training (BST; i.e., instruction, model, rehearsal, feedback; Parsons et al, 2012). Variations of BST have been used to teach parents how to implement feeding treatment protocols in the clinic (e.g., Bachmeyer‐Lee et al, 2020; Mueller et al, 2003; Seiverling et al, 2012) and home settings with practitioners providing on‐site training (e.g., Gentry & Luiselli, 2008; Najdowski et al, 2010). Studies have shown the positive outcome of telehealth as it relates to decreasing problem behavior (e.g., Wacker et al, 2013), early intervention for children diagnosed with autism spectrum disorder (ASD; Awasthi et al, 2021), school consultation (e.g., Frieder et al, 2009), and feeding difficulties with children (e.g., Andersen et al, 2021; Bloomfield et al, 2019).…”

Searching for the Standard: The Impact of Level of Training on In Vivo Coaching in Parent-Child Interaction Therapy

“…Yet, BPT programs that also include in vivo practice with children present in the therapy session show larger effects than programs that do not (Kaminski et al, 2008). In vivo coaching improves parenting skills, even when parents do not receive an in-depth description of or rationale for the skills being taught (Shanley & Niec, 2010) and in vivo feedback increases skills beyond written instruction (Bachmeyer-Lee et al, 2020).…”