Journal articles: 'Parent training model'

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Wright, Courtney A., and Ann P. Kaiser. "Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model." Topics in Early Childhood Special Education 36, no. 4 (August 1, 2016): 192–204. http://dx.doi.org/10.1177/0271121415621027.

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Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.

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An, Sun-Joung L. "Parent Training Occupational Therapy Program for Parents of Children with Autism in Korea." Occupational Therapy International 2017 (2017): 1–8. http://dx.doi.org/10.1155/2017/4741634.

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Attitudes and beliefs about parent participation in occupational therapy are shifting toward family-centered practice worldwide. However, adopting a family-centered approach in a society such as Korea, where a Confucian culture of hierarchical roles is reflected in a strong medical model, can prove to be very difficult. A parent training program was developed at the HOPE Center, a pediatric occupational therapy center, to bridge the gap between the traditional medical model and the ideal family-centered model. This study examined the effectiveness of the parent training and gauged parents’ perceptions and experiences of a more family-centered approach to therapy. Four parent-child dyads living with autism participated in five months of parent training at the HOPE center. The results on the Canadian Occupational Performance Measure showed that the parent training improved the occupational performance of both children and parents. Six open-ended questions were used to investigate parents’ perceptions and experiences of parent training. Two broad themes emerged: improved self-efficacy and the cultural reality of living with autism in Korea. This study demonstrates that building parent training into an occupational therapy program may optimize the effectiveness of any therapy and introduce a more family-centered approach to therapy while maintaining cultural integrity.

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Vismara, Laurie A., Carolyn E. B. McCormick, Amy L. Wagner, Katernia Monlux, Anna Nadhan, and Gregory S. Young. "Telehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study." Focus on Autism and Other Developmental Disabilities 33, no. 2 (May 26, 2016): 67–79. http://dx.doi.org/10.1177/1088357616651064.

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Telehealth training may benefit parents’ use of early intervention for children with autism spectrum disorder (ASD). This study is one of the few randomized trials to compare telehealth parent training in the Early Start Denver Model (P-ESDM) with a community treatment-as-usual, early intervention program. Parents were randomized to 12 weekly 1.5-hr videoconferencing sessions with website access to P-ESDM learning resources or to monthly 1.5-hr videoconferencing sessions with website access to alternative resources to support their intervention. Telehealth training facilitated higher parent fidelity gains and program satisfaction for more of the P-ESDM than the community group at the end of the 12-week training and at follow-up. Children’s social communication skills improved for both groups regardless of parent fidelity. Findings suggest the feasibility of telehealth training with improved parent intervention usage and satisfaction from the program. However, the impact of these effects on children’s development over time is yet to be understood.

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Kroeger, K., and R. Sorensen. "A parent training model for toilet training children with autism." Journal of Intellectual Disability Research 54, no. 6 (April 28, 2010): 556–67. http://dx.doi.org/10.1111/j.1365-2788.2010.01286.x.

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Gena, Angeliki, Petros Galanis, Erifylli Tsirempolou, Eleni Michalopoulou, and Kalliopi Sarafidou. "Parent training for families with a child with ASD: A naturalistic systemic behavior analytic model." European Journal of Counselling Psychology 4, no. 1 (March 23, 2016): 4–31. http://dx.doi.org/10.5964/ejcop.v4i1.72.

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The great challenges that the treatment of children with Autism Spectrum Disorder (ASD) present to therapists and to parents, alike, arise not only from the severity of this disability, but also from two other factors: the continuously increasing prevalence of ASD and the serious financial restraints imposed by the recent economic hardships that the Western World faces. Thus, the need for parent-training practices is more prevalent than ever. The purpose of the present study was to identify parent-training practices that encompass child-related, parent-related and parent-child-interaction related variables as a means of addressing the difficulties that arise during parent-child interactions in a systemic and systematic way. Complex phenomena, such as the parent-child interaction, need to be treated with multi-focused interventions that produce generalized, systemic outcomes that are of clinical or social significance. The changes achieved in this intervention, which was conducted within a naturalistic context, were multiple and systemic since they involve child-related (e.g., on task behavior), parent-related (e.g., provision of reinforcement), and parent-child-interaction related variables (e.g., joint attention). Those changes were obtained through the use of behavior analytic techniques, such as modeling and systematic, direct parent training. Most importantly, those changes were spread to response categories for which training was not provided, generalized to novel settings and maintained through time. We may conclude that the combination of systemic and behavior-analytic approaches and methodologies may provide a highly beneficial perspective toward designing parent-training research protocols that may also lead to improved clinical practices.

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Waddington, Hannah, Larah van der Meer, Jeff Sigafoos, and Andrew Whitehouse. "Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model." Autism 24, no. 2 (September 19, 2019): 484–98. http://dx.doi.org/10.1177/1362361319876495.

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Contemporary parent-implemented early intervention programs for children with autism spectrum disorder usually incorporate a range of techniques with different theoretical underpinnings. While research suggests that parents often learn to implement interventions with an acceptable degree of overall fidelity, there is limited research into parent use of individual intervention techniques. This study included five mothers of young children with autism spectrum disorder who participated in a 12-week parent training program based on the Early Start Denver Model. Ten-minute play samples were coded for the mothers’ use of 18 specific Early Start Denver Model techniques before, during, and 1 month after the training program. The correlation between the mothers’ use of each Early Start Denver Model technique and their child’s level of engagement and expressive language was also calculated. Results suggest that all mothers increased the number of techniques that they were using from baseline to parent training. Some Early Start Denver Model techniques were moderately or strongly correlated with both child engagement and expressive language. There was considerable variation in outcomes across all mother–child dyads. These preliminary results have implications for how parents are trained/coached to implement interventions for young children with autism spectrum disorder. Lay abstract Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children’s levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent’s needs.

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Bochner, Sandra, Penny Price, Linda Salamon, and Jenny Richardson. "Language Intervention Using a Parent Group Training Model." Australian Journal of Human Communication Disorders 14, no. 2 (December 1986): 55–63. http://dx.doi.org/10.3109/asl2.1986.14.issue-2.05.

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Wolf, Joan S., and Thomas M. Stephens. "Friends of Special Education: A Parent Training Model." Journal of Educational and Psychological Consultation 1, no. 4 (December 1990): 343–56. http://dx.doi.org/10.1207/s1532768xjepc0104_5.

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Danilane, Liga. "MODEL FOR FAIR TRAVELING OF FAMILIES WITH CHILDREN AFFECTED BY BEHAVIORAL DISTURBS." Education Reform: Education Content Research and Implementation Problems 2 (February 4, 2021): 102–10. http://dx.doi.org/10.17770/er2020.2.5368.

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Often, parents of children with special needs choose not to venture anywhere. They frequently avoid travels since they are unaware of how to get the accommodations they need during the journey. On the other hand, companies that offer travel services, especially micro-companies, don’t know the needs of families with children with special needs.The research was carried out within the project " Eliminating Social Inclusion" EliSE Nr. 2019-1-LV01-KA204-060427. The principal objective of the EliSE project is supporting parents of children with behavioral disturbs realizing an educational parent-training module for “fair traveling” in European countries and an educational toolkit.Accordingly, the primary target group of this project is represented by social educators that will be trained on how to train parents of children with behavioral disturbs (parent-training).

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Lund, Emily. "The Effects of Parent Training on Vocabulary Scores of Young Children With Hearing Loss." American Journal of Speech-Language Pathology 27, no. 2 (May 3, 2018): 765–77. http://dx.doi.org/10.1044/2018_ajslp-16-0239.

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Purpose The purpose of this study is to evaluate the effects of short-term parent training on maternal use of language stimulation strategies and vocabulary scores in children with hearing loss. Method Six mother–child dyads participated in the multiple-baseline study. During baseline and maintenance, children engaged in a business-as-usual model of clinician-only therapy. During intervention, mothers and children participated in parent training focused on transparent labeling and linguistic mapping strategies. Parent strategy use was measured via weekly play-based probe assessments. Child vocabulary growth was measured via parent report. Results A relation between parent training and use of transparent labeling was established for all mothers, and a relation between parent training and use of linguistic mapping was established for 3 of 6 mothers. Child vocabulary growth rate increased from baseline to intervention in 4 of 6 children. Conclusions Short-term parent training can change parent behavior. However, parents may not maintain these skills without support. Further research is needed to characterize the extent to which short-term training can make long-term changes in parent and child outcomes.

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Price, Joseph M., Patricia Chamberlain, John Landsverk, and John Reid. "KEEP foster-parent training intervention: model description and effectiveness." Child & Family Social Work 14, no. 2 (May 2009): 233–42. http://dx.doi.org/10.1111/j.1365-2206.2009.00627.x.

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Solomon, David T., Larissa N. Niec, and Ciera E. Schoonover. "The Impact of Foster Parent Training on Parenting Skills and Child Disruptive Behavior." Child Maltreatment 22, no. 1 (December 1, 2016): 3–13. http://dx.doi.org/10.1177/1077559516679514.

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Children in foster care are at risk for behavioral and emotional problems that require higher levels of care than other children. To meet these needs and reduce placement disruptions, foster parents require effective parenting skills. Although a number of training models have been evaluated, the findings on the efficacy of foster parent training (FPT) are mixed. We conducted a meta-analysis of the FPT outcome research from 1984 to 2014 to develop a clearer understanding of the impact of such trainings. Fifteen samples (16 studies) were identified that investigated the impact of FPT on self-reported parenting skills and knowledge and child problem behaviors. The mean effect size for child disruptive behavior using a random effects model was small but significant at −.20 (95% confidence interval [CI] = [−.39, −.01], Z = 2.05, p < .05), suggesting that, on average, foster parents who were involved in the trainings reported fewer child behavior problems than parents who did not receive the training. The mean effect size for parenting was moderate and significant at .52 (95% CI = [.22, .82], Z = 3.38, p < .05), indicating that, on average, parents in the treatment groups reported higher levels of skills and knowledge following training than did those in the control group. While these results are promising, more research is necessary to investigate the inconsistency in effect sizes across studies.

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Hellstedt, Jon C. "The Coach / Parent / Athlete Relationship." Sport Psychologist 1, no. 2 (June 1987): 151–60. http://dx.doi.org/10.1123/tsp.1.2.151.

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Coaches often have difficulty working with the parents of their athletes. Communication problems, conflict, and sometimes power struggles over who has control over the child’s training occasionally develop. Based on an integration of sport psychology and family systems theory, a model for understanding the coach / parent / athlete triangle is developed. Three types of parents are described: overinvolved, underinvolved, and moderately involved, as well as goals and strategies for working with each type of parent.

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Leung, Cynthia, Sandra Tsang, Kitty Heung, and Mia Tam. "Healthy Start Home Visiting Program—School-Based Model: Cluster Randomized Controlled Trial." Research on Social Work Practice 29, no. 6 (July 10, 2018): 628–43. http://dx.doi.org/10.1177/1049731518786578.

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Objective: This study evaluated the effectiveness of the Healthy Start Home Visiting Program—School-Based Model (HSS), using a cluster randomized controlled trial design. Methods: Participants included 224 parents from 20 preschools randomized into intervention and wait-list control groups at the preschool level. Furthermore, 105 parents from the participating preschools were trained as parent ambassadors to assist in program delivery. They were randomized into intervention and control groups at the preschool level. Outcome measures included parent and teacher reports on children’s learning, parent report on children’s behavior and health, their own parenting, and direct assessment of children. Parent ambassadors completed measures on parenting and their children’s behavior before training and after program delivery. Results: There was significant improvement at postintervention in parenting, children’s behavior, and learning and health in the intervention group, compared with the control group. Conclusions: The results provided evidence on the effectiveness of the HSS program.

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Djamal, Nani Nuranisah, Cece Rakhmat, Syamsu Yusuf, and Nandang Rusmana. "Parent Education tentang Pendidikan Seks bagi Remaja: Studi Pengembangan Model Konseling Keluarga Berbasis Sekolah." Psympathic : Jurnal Ilmiah Psikologi 7, no. 1 (July 1, 2020): 129–40. http://dx.doi.org/10.15575/psy.v7i1.8260.

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This study aims to examine the effectiveness of the parent education program in increasing parental knowledge about sex education for adolescents, exercising the ability of parents in planning sex education and obtaining an assessment of parent education activities followed by parents. Research using the R & D (Research and Development) method with concurrent embedded strategy design. The participants were 20 parents who have early adolescents in one of Bandung's public high schools. The parental knowledge measurement tool was designed based on the concept of knowledge according to the Revised Bloom Taxonomy, while the effectiveness of the parent education program was adapted from Instruments for Training and Learning Evaluation from Leslie Rae. The results of the study prove that parent education activities are effective in increasing parental knowledge about sex education for adolescents, especially conceptual and procedural knowledge. Research recommendations are directed towards further improvement and development of the model, as an alternative to the development of multi-disciplinary cooperation in dealing with student problems.

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McInnis-Dittrich, Kathleen. "Violence Prevention: An Ecological Adaptation of Systematic Training for Effective Parenting." Families in Society: The Journal of Contemporary Social Services 77, no. 7 (July 1996): 414–22. http://dx.doi.org/10.1606/1044-3894.941.

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The author examines the utilization of a standardized parent-training program, Systematic Training for Effective Parenting (STEP), in an isolated community in the Appalachian mountains where domestic and societal violence widely occurs. Based on the experiences of the parent educator and parents participating in the training, the STEP program is adapted to address the sociocultural context of child rearing according to an ecological model of child-abuse prevention. Recommendations are offered for implementation of a similar program in other environments in which violence is prevalent.

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Logan, K., and S. Yaruss. "Discussing stuttering with children who stutter: A parent training model." Journal of Fluency Disorders 22, no. 2 (May 1997): 137. http://dx.doi.org/10.1016/s0094-730x(97)89302-3.

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Forgatch, Marion S., and John Kjøbli. "Parent Management Training-Oregon Model: Adapting Intervention with Rigorous Research." Family Process 55, no. 3 (June 10, 2016): 500–513. http://dx.doi.org/10.1111/famp.12224.

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Bekkema, Nienke, Carin Wiefferink, and Jochen Mikolajczak. "Implementing the Parent Management Training Oregon model in The Netherlands." Emotional and Behavioural Difficulties 13, no. 4 (December 2008): 249–58. http://dx.doi.org/10.1080/13632750802442136.

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Jensen-Hart, Staci J., Jeff Christensen, Lacey Dutka, and J. Corey Leishman. "Child Parent Relationship Training (CPRT): Enhancing Parent-child Relationships for Military Families." Advances in Social Work 13, no. 1 (March 30, 2012): 51–66. http://dx.doi.org/10.18060/1881.

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Military families experience increased stress when facing issues of deployment, separation, and reunification. The increased stress impacts the parent-child relationship as well as child behavioral and emotional well-being. Although recognizing the resiliency of military families, research points to the need to monitor parental stress both pre- and post-deployment and highlights the inherent risks that separation and reunification pose for the parent-child relationship bond. This pilot study was designed to explore the effectiveness of the Child Parent Relationship Therapy (CPRT) Training Model as a proactive method of enhancing parent-child relationships, reducing parental stress, and preventing negative impact of military separations on children.

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Hukkelberg, Silje S. "A Reexamination of Child Problem Behaviors as Measured by ECBI: Factor Structure and Measurement Invariance Across Two Parent Training Interventions." Assessment 26, no. 7 (May 4, 2017): 1270–81. http://dx.doi.org/10.1177/1073191117706022.

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The Eyberg Child Behavior Inventory (ECBI) is a widely used instrument that assesses disruptive problem behaviors via parent report. The present study compares three different conceptualizations of problem behaviors using traditional confirmatory factor analysis (CFA), a bifactor–CFA, and a bifactor exploratory structural equation model, whereof the latter two represent novel conceptualizations of disruptive problem behaviors. Data were derived from 353 Norwegian parents assigned to parent management training—the Oregon model (PMTO; N = 137) or brief parent training (BPT; N = 216), who rated their child’s problem behavior (age 3-12 years). The factor models were estimated within the PMTO and BPT samples, and in the total sample. Results showed that the bifactor–CFA, with a general problem behavior factor and three specific factors representing oppositional defiant, conduct problem, and inattentive behavior provided the best model fit. Furthermore, factorial invariance across control/intervention groups and across time (pre/post intervention) was estimated within the PMTO and BPT samples. Results revealed properties of metric and intercept invariance across intervention/control groups and over time, within both interventions. Implications of the results are discussed.

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Frolli, Alessandro, Antonia Bosco, Francesca Di Carmine, Antonella Cavallaro, Agnese Lombardi, Luana Sergi, Giulio Corrivetti, and Maria Carla Ricci. "Parent Training and Therapy in Children with Autism." Pediatric Reports 13, no. 2 (May 2, 2021): 216–26. http://dx.doi.org/10.3390/pediatric13020030.

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With the introduction of the Diagnostic and Statistical Manual of Mental Disorders-5th ed. (DSM-5) autism spectrum disorders (ASD) fall into the category of neurodevelopmental disorders. ASD is characterized by the inhibitory mechanisms responsible for social adaptation and emotional expression being underdeveloped, causing a child’s recognition and understanding of emotions to be impaired. Our study hypothesizes that early intervention using behavioral interventions such as Applied Behavior Analysis (ABA) and reflexive functions (RF) training on parents can improve the development of joint attention (JA), a cognitive precursor to the theory of mind (ToM) and mentalization processes. We considered a sample of 84 children aged between 20 and 30 months who had received a diagnosis of risk of autism spectrum disorder (level 1). The sample was divided into two groups of 42 subjects, in the first group we carried out a weekly behavioral parent training (PT) based only on ABA principles, while in the second group we carried out a weekly PT aimed at improving reflective functions and parental awareness according to a model inspired by the model based on emotional mirroring and mentalization of Fonagy. Our study shows that parents who are able to make sense of both their own mental state and that of their child can serve as a protective factor for the child’s development even in atypical developmental situations such as in ASD.

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Snaman, Jennifer M., Erica C. Kaye, Holly Spraker-Perlman, Deena Levine, Lisa Clark, Robin Wilcox, Brittany Barnett, et al. "Incorporating Bereaved Parents as Faculty Facilitators and Educators in Teaching Principles of Palliative and End-of-Life Care." American Journal of Hospice and Palliative Medicine® 35, no. 12 (July 16, 2018): 1518–25. http://dx.doi.org/10.1177/1049909118786875.

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Background: Education and training for interdisciplinary pediatric providers requires training in principles of palliative and end-of-life (EOL) care. The experiences of bereaved parents can inform and enhance palliative care educational curricula in uniquely powerful and valuable ways. The objective of this study is to present an innovative palliative care educational program facilitated by trained bereaved parents who serve as volunteer educators in local and national palliative care educational forums and to describe how incorporation of bereaved parents in these educational forums affects participant comfort with communication and management of children at the EOL. Methods: Parent educators underwent both general and session-specific training and participated in debriefings following each session. Survey tools were developed or adapted to determine how bereaved parent educators affected participant experiences in 3 different educational forums. Pre- and postsession surveys with incorporation of retrospective preprogram assessment items to control for response shift were used in the evaluation of institutional seminars on pediatric palliative and EOL care and role-play-based communication training sessions. Results from feedback surveys sent to attendees were used to appraise the participants’ experience at the international oncology symposium. Results: Involvement of trained parent educators across diverse, interdisciplinary educational forums improved attendee comfort in communicating with, and caring for, patients and families with serious illness. Importantly, parent educators also derive benefit from involvement in educational sessions with interdisciplinary clinicians. Conclusions: Integration of bereaved parents into palliative and EOL care education is an innovative and effective model that benefits both interdisciplinary clinicians and bereaved parents.

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Orlando, Laura, Ashley N. Rousson, Susan Barkan, Kristen Greenley, Alyssa Everitt, and Emiko A. Tajima. "Responding to COVID-19’s impact on supervised family time: The supportive virtual family time model." Developmental Child Welfare 3, no. 1 (March 2021): 3–19. http://dx.doi.org/10.1177/25161032211001078.

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COVID-19 has put child wellbeing at risk, perhaps especially, for children and youth involved in the foster care system. For these children and youth, any stability they may have experienced since entering care has been disrupted and their contact with parents limited. A sudden shift to virtual only contact meant both parents and caregivers were in need of support to navigate these changes. This study reports on the rapid development and implementation of an eLearning and structured practice guide for visitation supervisors to help them facilitate virtual visits that promote parent-caregiver collaboration in support of the child. Over a four month period, April to August 2020, 140 people registered for the Supportive Virtual Family Time training. Of these participants, 101 (72%) completed a post-training survey which included an evaluation of the eLearning and assessment of the feasibility of implementing the model. Overall, participants were satisfied with the training content and delivery, agreed the training helped them develop new skills for interacting with parents and caregivers, and planned to start using the model right away. Given the ongoing and dynamic nature of the pandemic, there is likely continued need for virtual family time and training and support for supervisors who facilitate these interactions. It is critical these supports are timely, easily accessible, and include practice guidelines and resources that help practitioners facilitate and maintain youths’ critical attachments to their families. Given the potential benefits of supporting parent-caregiver collaboration, the model and accompanying materials address an overarching need in the field and remain relevant even after a return to in-person visitation.

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Stoner, Julia, Hedda Meadan, and Maureen Angell. "A Model for Coaching Parents to Implement Teaching Strategies With Their Young Children With Language Delay or Developmental Disabilities." Perspectives on Language Learning and Education 20, no. 3 (August 2013): 113–12. http://dx.doi.org/10.1044/lle20.3.112.

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This article focuses on the coaching model used in the Parent-Implemented Communication Strategies (PiCS) Project. The PiCS model was used to train and coach parents to deliver naturalistic and visual teaching strategies in their homes with their young children with developmental disabilities. The foundational concepts and rationale for training and coaching parents to implement intervention are discussed. The PiCS coaching model was developed using best practices of early intervention and includes five steps that prepare parents to implement intervention with high quality.

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Dodds, Robin Lynn. "Helping Optimize Language Acquisition (HOLA) Online Parent Training Modules for Latinx Parents of Toddlers at Risk for ASD: Protocol for a Pilot Funded by the Organization for Autism Research." JMIR Research Protocols 9, no. 12 (December 10, 2020): e18004. http://dx.doi.org/10.2196/18004.

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Background Culturally competent parent training in evidence-based intervention for autism spectrum disorder (ASD) can provide young Latinx children from underserved communities with early interventional support while they wait for professional services, thus reducing the impact of intervention delays. Providing parents with brief bilingual training in Pivotal Response Treatment (PRT) is a strategy that can overcome these barriers and is inexpensive to disseminate. Brief PRT training has been shown to significantly improve joint attention, expressive language, responsivity, and adaptive skills in young children with ASD. However, it is unknown whether an interactive, culturally competent online parent training in PRT is effective in a Latinx population. Objective To this end, we will recruit 24 children (16-36 months old) at risk for ASD and their parent(s) from East and South Los Angeles and provide them with a series of 6 online learning modules in their choice of Spanish or English. Methods This pilot study will utilize a single-group, pilot, pre-post design with follow-up assessments 6 weeks later. Linear mixed-effects model analysis will be used to explore most parent-reported and coded outcomes. Results Brief online parent training in evidence-based treatments has the capacity to increase access to culturally competent early communication interventions for young children at risk for ASD. Conclusions The results of this trial may have particular salience in additional underresourced communities where children have limited access to interventions prior to entering school. International Registered Report Identifier (IRRID) PRR1-10.2196/18004

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Fisher, Douglas, Ian Pumpian, and Caren Sax. "Parent and Caregiver Impressions of Different Educational Models." Remedial and Special Education 19, no. 3 (May 1998): 173–80. http://dx.doi.org/10.1177/074193259801900305.

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Parental support for educational innovation has been described as essential in school change. This study examines parent and caregiver perceptions of educational opportunities for students with severe disabilities. Parents and caregivers from two high schools were interviewed. One high school uses an inclusive service delivery model, while the other uses a special day class model with limited mainstreaming. The data suggest that interviewees support inclusive schools and believe that their children are acquiring new skills. Questions remain regarding the balance of community-based Instruction and the amount of teacher training provided.

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Akin, Becci A., Yueqi Yan, Thomas McDonald, and Jungrim Moon. "Changes in parenting practices during Parent Management Training Oregon model with parents of children in foster care." Children and Youth Services Review 76 (May 2017): 181–91. http://dx.doi.org/10.1016/j.childyouth.2017.03.010.

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Phaneuf, Leah, and Laura Lee McIntyre. "The Application of a Three-Tier Model of Intervention to Parent Training." Journal of Positive Behavior Interventions 13, no. 4 (April 26, 2011): 198–207. http://dx.doi.org/10.1177/1098300711405337.

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Ola, Cindy, Erin Gonzalez, Nguyen Tran, Tyler Sasser, Michelle Kuhn, Patrick A. LaCount, Mark A. Stein, Jason A. Mendoza, and Pooja S. Tandon. "Evaluating the Feasibility and Acceptability of the Lifestyle Enhancement for ADHD Program." Journal of Pediatric Psychology 46, no. 6 (June 12, 2021): 662–72. http://dx.doi.org/10.1093/jpepsy/jsab039.

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Abstract Objective To evaluate the feasibility and acceptability of the Lifestyle Enhancement for Attention Deficit Hyperactivity Disorder (ADHD) Program (LEAP), a novel parent behavior management training program that promotes physical activity (PA) and positive health behaviors and is enhanced with mobile health technology (Garmin) and a social media (Facebook) curriculum for parents of children with ADHD. Methods The study included parents of children ages 5–10 years diagnosed with ADHD who did not engage in the recommended >60 min/day of moderate to vigorous PA based on parent report at baseline. Parents participated in the 8-week LEAP group and joined a private Facebook group. Children and one parent wore wrist-worn Garmin activity trackers daily. Parents completed the Treatment Adherence Inventory, Client Satisfaction Questionnaire, and participated in a structured focus group about their experiences with various aspects of the program. Results Of 31 children enrolled, 51.5% had ADHD combined presentation, 36.3% with ADHD, predominately inattentive presentation, and 12.1% had unspecified ADHD (age 5–10; M = 7.6; 48.4% female). Parents attended an average of 86% of group sessions. On average, parents wore their Garmins for 5.1 days/week (average step count 7,092 steps/day) and children for 6.0 days/week (average step count 9,823 steps/day). Overall, parents and children were adherent to intervention components and acceptability of the program was high. Conclusions Findings indicate that the LEAP program is an acceptable and feasible intervention model for promoting PA among parents and their children with ADHD. Implications for improving ADHD symptoms and enhancing evidence-based parent training programs are discussed.

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Wadsworth, Samantha, Andrea Nelson, Kevin D. Rossi, and Doris Adams Hill. "Connections: Parent Feedback to Improve Social Skills Training for Persons with Autism Spectrum Disorder." Journal of Applied Rehabilitation Counseling 47, no. 4 (December 1, 2016): 20–27. http://dx.doi.org/10.1891/0047-2220.47.4.20.

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Individuals with Autism Spectrum Disorder (ASD) often have social and communication deficits that impede sustained employability. The authors replicated a successful social skills curriculum and program model, called Connections, and simultaneously ran focus groups with parents. A parent group led by local advocates provided feedback to improve program delivery and curricula. This article highlights focus group results regarding a promising social skills intervention and is designed to inform professionals serving adults with ASD seeking employment.

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Marschall, Melissa J., and Paru R. Shah. "Linking the Process and Outcomes of Parent Involvement Policy to the Parent Involvement Gap." Urban Education 55, no. 5 (August 8, 2016): 699–729. http://dx.doi.org/10.1177/0042085916661386.

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This study compares what schools are doing to engage parents and analyzes the efficacy of these initiatives across predominantly Black, Latino, and White schools. Using the National Center for Education Statistics’s (NCES) Schools and Staffing Surveys (SASS, 1999-2004), we specify a model that accounts both for factors associated with school policies and practices to engage parents in school- and home-based activities and the extent to which these policies affect parent involvement. Findings indicate that predominantly Black and Latino schools achieve significant gains in parent involvement as the number of policies in place to support and encourage participation increases, but that not all programs achieve the same results within or across racial contexts. Furthermore, we find leadership by minority principals, teacher attributes, responsibilities and training, as well as greater shares of Title 1 funding are positively and significantly related to school- and home-based policies across all three racial contexts.

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Thijssen, Jill, Gonnie Albrecht, Peter Muris, and Corine de Ruiter. "Treatment Fidelity during Therapist Initial Training is related to Subsequent Effectiveness of Parent Management Training—Oregon Model." Journal of Child and Family Studies 26, no. 7 (March 29, 2017): 1991–99. http://dx.doi.org/10.1007/s10826-017-0706-8.

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Akamoglu, Yusuf, and Hedda Meadan. "Parent-Implemented Communication Strategies During Storybook Reading." Journal of Early Intervention 41, no. 4 (June 21, 2019): 300–320. http://dx.doi.org/10.1177/1053815119855007.

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Children with developmental disabilities (DD) may experience delays in their ability to speak and communicate with their parents, peers, and others. These children often benefit from evidence-based, parent-implemented communication interventions. In the current study, two mothers were trained and coached to use storybook reading techniques and evidence-based naturalistic communication teaching strategies (i.e., modeling, mand-model, and time delay) while reading books with their children with DD. Using a multiple-baseline design across naturalistic teaching strategies, the following three components were examined: (a) mothers’ use of book reading techniques, (b) mothers’ rate and fidelity in using the three naturalistic teaching strategies, and (c) children’s communication outcomes. After training and coaching, the mothers used the modeling, mand-model, and time delay strategies with higher rates and higher fidelity. The children initiated more communicative acts upon their mothers’ use of time delay. The mothers reported that the training and coaching helped them implement the strategies and led to improvements in their children’s communication skills.

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Fossum, Sturla, John Kjøbli, May Britt Drugli, Bjørn Helge Handegård, Willy-Tore Mørch, and Terje Ogden. "Comparing two evidence-based parent training interventions for aggressive children." Journal of Children's Services 9, no. 4 (December 9, 2014): 319–29. http://dx.doi.org/10.1108/jcs-04-2014-0021.

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Purpose – The purpose of this paper is to explore whether the changes in externalising behaviour for young aggressive children differ between two evidence-based parent training (PT) programmes after treatment. The treatment formats between these programmes differ, and the authors were particularly interested in whether this influenced the results for participants with co-occurring problems (child variables such as heightened levels of attention and internalising problems, and parental variables such as marital status and education) and the consequent additional risk of poorer treatment outcomes. Design/methodology/approach – A comparison of the individual treatment programme “Parent Management Training – Oregon model” (PMTO) and the group intervention programme “The Incredible Years” (IY) basic training sessions. Outcomes were explored in matched samples from two earlier Norwegian replication studies. The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure. Findings – There were no significant differences between the two interventions in parent ratings of externalising behaviours and the lack of differing effects between the two treatments remained when the co-occurring risk factors were introduced into the analyses. Research limitations/implications – The participants were matched on pre-treatment characteristics using a quasi-experimental mis-matching procedure. Practical implications – A possible implication of these findings is that parents should be allowed to choose the treatment format of their preference. Further, individual PT may be more appropriate in rural settings with difficulties in forming group interventions. Social implications – Treatment effects did not differ between these two evidence-based interventions. Originality/value – To the best of the knowledge independent comparisons of two evidence-based PT interventions are not previously conducted.

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Kaiser, Ann P., and Megan Y. Roberts. "Parents as Communication Partners: An Evidence-Based Strategy for Improving Parent Support for Language and Communication in Everyday Settings." Perspectives on Language Learning and Education 20, no. 3 (August 2013): 96–111. http://dx.doi.org/10.1044/lle20.3.96.

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This article describes the Teach-Model-Coach-Review approach for teaching parents to implement Enhanced Milieu Teaching (EMT), an evidence-based naturalistic intervention for young children with language impairment. The article discusses the evidence for parent training as an effective early language intervention approach, the principles and procedures of EMT, the empirical basis of the Teach-Model-Coach-Review approach, and the skills needed to implement this approach.

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Sigmarsdóttir, Margrét, and Edda Vikar Guðmundsdóttir. "Implementation of Parent Management Training-Oregon Model (PMTOTM) in Iceland: Building Sustained Fidelity." Family Process 52, no. 2 (September 20, 2012): 216–27. http://dx.doi.org/10.1111/j.1545-5300.2012.01421.x.

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Chacko, Anil, Christoffer Scavenius, Anna Furbo Rewitz, and Camilla Louise Lydiksen. "Caring in Chaos: A Behavioral Parent Training Model for Resource-Limited Community Providers." ADHD Report 26, no. 4 (June 2018): 1–8. http://dx.doi.org/10.1521/adhd.2018.26.4.1.

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Kaplan, Michelle, and David Anderson. "An Intensive Parent-Training Intervention Model for Behavior Disorders in Children and Adolescents." Journal of the American Academy of Child & Adolescent Psychiatry 55, no. 10 (October 2016): S344. http://dx.doi.org/10.1016/j.jaac.2016.07.071.

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Iven, Cari J., Evelyn G. Albritton, Beth B. Eaton, and James C. Montague. "A Pilot Study on the Effect of Training Parents of Language-Delayed Children in Pragmatic Interaction Strategies." Perceptual and Motor Skills 69, no. 1 (August 1989): 295–303. http://dx.doi.org/10.2466/pms.1989.69.1.295.

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This pilot study investigated pragmatic language training on parental expansion of interactive strategies, and a corresponding decrease in using questions and imperatives in parental communication with their language-delayed preschool children. Seven parent-child dyads participated, with the parents receiving training in the acquisition of six pragmatic categories, including reference, model, imitation, description, parallel talk, and expansion. Training results showed a significant increase in the parents' use of parallel talk and a decrease in their use of questions. Apparently in many applied instances parallel talk may incorporate the strategies of referencing, modeling, imitation, description, and expansion. Findings are discussed in terms of parallel talk functioning as a facilitator for language-delayed children.

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Bjørnebekk, Gunnar, and John Kjøbli. "Observed callousness as a predictor of treatment outcomes in parent management training." Clinical Child Psychology and Psychiatry 22, no. 1 (July 26, 2016): 59–73. http://dx.doi.org/10.1177/1359104515621961.

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Background: The goal of this study was to examine how observed Callous–Unemotional (CU) behavior influenced change in externalized and internalized problems, hyperactivity, social competence, and treatment satisfaction following parent management training. Methods: Three hundred twenty-three children and their families received Parent Management Training—the Oregon model (PMTO). They were compared at intake and after treatment in order to examine differences in 14 treatment outcomes using hierarchical regression analyses. Results: Children with low levels of observed CU showed the greatest gains after PMTO treatment. This was evident in parent, therapist, self, and teacher reports. Conclusions: The results indicate that it is possible to observe CU behavior among children with conduct problems, and that children with elevated levels of observed CU behavior may be in need of additional treatment or components of treatment or more intense versions of parent management treatment.

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Lee, Hoo Myung, and Kyong Mee Chung. "Effects of an Early Start Denver Model-Based Parent Training for Parents of Children with Autism: A Preliminary Study." Korean Association For Persons With Autism 20, no. 1 (April 30, 2020): 23–49. http://dx.doi.org/10.33729/kapa.2020.1.2.

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Scherer, Robert F., Janet S. Adams, Susan S. Carley, and Frank A. Wiebe. "Role Model Performance Effects on Development of Entrepreneurial Career Preference." Entrepreneurship Theory and Practice 13, no. 3 (April 1989): 53–72. http://dx.doi.org/10.1177/104225878901300306.

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Critics of the trait approach to the study of entrepreneurship have called for adaptation of theory from other disciplines to explain entrepreneurial behavior. This study responds by focusing on the first step in the process by which entrepreneurial career preference is developed. Social Learning Theory was used to investigate the link between a parent role model and development of preference for an entrepreneurial career. Results indicated that presence of a parent entrepreneurial role model was associated with increased education and training aspirations, task self-efficacy, and expectancy for an entrepreneurial career. Two dimensions of entrepreneurial career preference, entrepreneurial preparedness and expectancy, were identified.

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Brager, Jenna, Susan Breitenstein, Chakra Budhathoki, and Deborah Gross. "Does Level of Engagement in a Digital Parent Training Program Impact Improvements in Parenting and Child Outcomes?" Iproceedings 5, no. 1 (October 2, 2019): e15104. http://dx.doi.org/10.2196/15104.

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Background Approximately 8% to 10% of children younger than 5 years of age experience emotional, behavioral, and social relationship problems. These children are more likely to exhibit poor social interactions, problematic parent–child relationships, and school related setbacks, thus reinforcing the need for early interventions such as parent training programs. The ezParent program is a tablet-based delivery adaptation of the group-based Chicago Parent Program, a program designed to address the needs of families raising young children in urban poverty. The growing interest in and adoption of mHealth has changed the way people receive and seek treatment and the way clinicians deliver care. Despite the usefulness of mHealth apps in helping people manage various aspects of health, people’s use of those technologies often lasts only for a short period of time. This suggests a need to delve more deeply into user behaviors. Objective The purpose of this study was to (1) classify levels of engagement by identifying individual usage of ezParent based on observed user activity (ie, “metadata”) and (2) examine whether levels of ezParent engagement is associated with changes in parenting and child behavior over time (ie, parenting stress, self-efficacy, warmth, follow through, punishment, child behavior problems and intensity). Methods This study used a single-group, pre- and posttest design with repeated measures follow-up. Survey measures were collected at baseline (T1), 12 weeks postbaseline (T2) and 24 weeks postbaseline (T3). The study included 92 parents with data collected from two pediatric primary care clinics based in two urban cities with a high proportion of low income and minority families: Chicago, Illinois (cohort 1) and Baltimore, Maryland (cohort 2). Engagement was conceptualized based on total number of modules completed, amount of time spent in the program, and number of skills saved by the parent. Each outcome variable was modeled using a separate mixed-effects model to determine the model of best fit and was analyzed across time and level of engagement. Results Overall, 78 parents logged in to the ezParent program. The data aggregation resulted in 41 parents categorized as high engagers (cohort 1 n=29; cohort 2 n=12) and 37 parents as low engagers (cohort 1 n=13; cohort 2 n=24). Significant differences were across all outcome variables: parenting stress (P<.05), self-efficacy (P<.05), warmth (P<.05), punishment (P<.05), follow-through (P<.05), child behavior intensity (P<.05), and child behavior problems (P<.05). Although parenting outcomes improved, improvements were not significantly associated with levels of engagement. Conclusions This study provides insight into engagement of parents participating in a digitally delivered parent training program. Although level of engagement was not associated with improvements in parenting and child outcomes, we were able to systematically identify and test key usage metrics to ope rationalize engagement. This indicates that further study may help researchers identify other usage metrics more indicative of engagement. By exploring usage data, researchers, app developers, and clinicians can better understand how users engage with future tablet-based interventions.

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Baumann, Ana A., Melanie M. Domenech Rodríguez, Nancy G. Amador, Marion S. Forgatch, and J. Rubén Parra-Cardona. "Parent Management Training-Oregon Model (PMTO™) in Mexico City: Integrating Cultural Adaptation Activities in an Implementation Model." Clinical Psychology: Science and Practice 21, no. 1 (March 2014): 32–47. http://dx.doi.org/10.1111/cpsp.12059.

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Baumann, Ana A., Melanie M. Domenech Rodríguez, Nancy G. Amador, Marion S. Forgatch, and J. Rubén Parra‐Cardona. "Parent Management Training‐Oregon model (PMTO™) in Mexico City: Integrating cultural adaptation activities in an implementation model." Clinical Psychology: Science and Practice 21, no. 1 (March 2014): 32–47. http://dx.doi.org/10.1037/h0101724.

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Chou, Pang-Yun, Rami R. Hallac, Ellen Shih, Jenny Trieu, Anjani Penumatcha, Priyanka Das, Clark A. Meyer, James R. Seaward, and Alex A. Kane. "3D-Printed Models of Cleft Lip and Palate for Surgical Training and Patient Education." Cleft Palate-Craniofacial Journal 55, no. 3 (December 14, 2017): 323–27. http://dx.doi.org/10.1177/1055665617738998.

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Background: Sculpted physical models and castings of the anatomy of cleft lip and palate are used for parent, patient, and trainee education of cleft lip and palate conditions. In this study, we designed a suite of digital 3-dimensional (3D) models of cleft lip and palate anatomy with additive manufacturing techniques for patient education. Methods: CT scans of subjects with isolated cleft palate, unilateral and bilateral cleft lip and palate, and a control were obtained. Soft tissue and bony structures were segmented and reconstructed into digital 3D models. The oral soft tissues overlying the cleft palate were manually molded with silicone putty and scanned using CT to create digital 3D models. These were then combined with the original model to integrate with segmentable soft tissues. Bone and soft tissues were 3D printed in different materials to mimic the rigidity/softness of the relevant anatomy. These models were presented to the parents/patients at our craniofacial clinic. Visual analog scale (VAS) surveys were obtained pertaining to the particular use of the models, to ascertain their value in parental education. Results: A total of 30 parents of children with cleft conditions completed VAS evaluations. The models provided the parents with a better understanding of their child’s condition with an overall evaluation score of 9.35 ± 0.5. Conclusions: We introduce a suite of 3D-printed models of cleft conditions that has a useful role in patient, parental, and allied health education with highly positive feedback.

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Ji, Baijun, Zhirui Zhang, Xiangyu Duan, Min Zhang, Boxing Chen, and Weihua Luo. "Cross-Lingual Pre-Training Based Transfer for Zero-Shot Neural Machine Translation." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 01 (April 3, 2020): 115–22. http://dx.doi.org/10.1609/aaai.v34i01.5341.

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Transfer learning between different language pairs has shown its effectiveness for Neural Machine Translation (NMT) in low-resource scenario. However, existing transfer methods involving a common target language are far from success in the extreme scenario of zero-shot translation, due to the language space mismatch problem between transferor (the parent model) and transferee (the child model) on the source side. To address this challenge, we propose an effective transfer learning approach based on cross-lingual pre-training. Our key idea is to make all source languages share the same feature space and thus enable a smooth transition for zero-shot translation. To this end, we introduce one monolingual pre-training method and two bilingual pre-training methods to obtain a universal encoder for different languages. Once the universal encoder is constructed, the parent model built on such encoder is trained with large-scale annotated data and then directly applied in zero-shot translation scenario. Experiments on two public datasets show that our approach significantly outperforms strong pivot-based baseline and various multilingual NMT approaches.

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Westerveld, Marleen F., Rachelle Wicks, and Jessica Paynter. "Investigating the effectiveness of parent-implemented shared book reading intervention for preschoolers with ASD." Child Language Teaching and Therapy 37, no. 2 (March 8, 2021): 149–62. http://dx.doi.org/10.1177/0265659021995522.

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Children diagnosed with autism spectrum disorder (ASD) are at increased risk of persistent language and literacy difficulties. This study investigated the effectiveness of an 8-week parent-implemented shared book reading intervention designed to change parent and child book reading behaviours. Sixteen parents and their preschoolers on the autism spectrum participated. Nine parents were randomly allocated to receive the shared book reading intervention first. The intervention used a coaching model and comprised a training session, four home visits, and four follow-up phone calls. Parents completed a shared book reading video with their child prior to the intervention, immediately post-intervention and eight weeks after the intervention was completed. Following intervention, there was a significant increase in the intervention group parents’ use of book-related vocabulary and their explicit teaching of story structure, compared to the waitlist control group. Compared to the control group, there was a significant increase in children’s verbal participation (number of utterances and number of different words). However, these effects disappeared when the significant increase in reading duration following the intervention was taken into account. All improvements were maintained over time. Our results highlight the feasibility of a parent-implemented shared book reading intervention for encouraging early language skills in children on the spectrum in a naturalistic setting that is part of many family routines.

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Britwum, Kwadwo, Rocco Catrone, G. David Smith, and Darwin Shane Koch. "A University-Based Social Services Parent-Training Model: A Telehealth Adaptation During the COVID-19 Pandemic." Behavior Analysis in Practice 13, no. 3 (July 2, 2020): 532–42. http://dx.doi.org/10.1007/s40617-020-00450-x.

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Journal articles on the topic 'Parent training model'

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