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1
Ward, Shirli Levinson 1968. "Glasser's parent training model: Effects on child and parent functioning." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282387.
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The literature supports the use of parent training as a viable treatment for children with behavioral problems. Compared to other outpatient interventions for children with acting out behaviors, parent training has been shown to be the most effective treatment and also the most completely evaluated one. One issue related to the existing parent training programs is the use of individual or small group format, making them less cost-effective than a large group model. Another issue is that positive effects achieved in-home as a result of parent training rarely generalize to the school setting. The present study investigated Glasser's parent training program which was designed to decrease identified behaviors in the home as well as in the school. In addition, this program employs a large group format relative to other prominent parent training programs. A quasi-experimental, two group (i.e., treatment and comparison) pretest-posttest design was used for this study. Mothers with children ages 5 to 12 comprised the groups. Multivariate analyses of variances were conducted to examine the pre-post changes for the two groups with respect to child and parent functioning. Relative to the subjects in the comparison group, those involved in Glasser's parent training program demonstrated significant changes in parent functioning and child functioning (in-home, but not in the school setting).
2
BigFoot, Dolores Subia. "Parent training for American Indian families /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.
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3
Harvey, Sharlonda. "Parent training with African-American families /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1459903961&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Psychology." Keywords: African-American families, Parenting, Black parents, Parent training, African-American, Families, Human services Includes bibliographical references (p. 106-125). Also available online.
4
Grimes, Lisa. "Social skills training in conjunction with parent training: The effects." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/2660.
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The development of social skills in children is of primary importance in predicting a child's healthy development. Social competence in early childhood significantly predicts future academic achievement, health related outcomes, and self-efficacy in social situations in later life. Parent training has been shown to both reduce negative parenting styles and produce improvements in children's pro-social behavior. The current study compared the effects of social skills training in combination with parent training to determine the additive effects of a Social Skills Training (SST) program. Participants consisted of 27 families with children (ages 2½ to 6) randomly assigned to either a 5- ( n = 13) or a 10-week ( n = 14) intervention/control group. Parent reports yielded no significant treatment effects for either treatment condition, however observational measure showed a significant decrease in antisocial behaviors within the 10-week treatment group. Results also showed that addition of the SST program significantly reduced attrition. Implications and limitations are discussed.
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Salamone, Christie A. Brestan Elizabeth V. "Examining the Parent Perception Inventory within the context of Behavior Parent Training." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Theses/SALAMONE_CHRISTIE_35.pdf.
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Eames, Catrin. "Treatment fidelity in group based parent training." Thesis, Bangor University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505947.
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West, Jennifer L. "TELEHEALTH PARENT TRAINING FOR EQUIVALENCE BASED INSTRUCTION." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2765.
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AN ABSTRACT OF THE THESIS OFJennifer L. West, for the Master of Science degree in Applied Behavior Analysis, presented on June 22, 2020, at Southern Illinois University Carbondale. TITLE: TELEHEALTH PARENT TRAINING FOR EQUIVALENCE BASED INSTRUCTIONMAJOR PROFESSOR: Dr. Mark Dixon The purpose of the present study was to evaluate the effectiveness of teaching derived geographic skills to two children with disabilities through the use of conditional discrimination training and testing procedures. A multiple baseline across subjects was used in which non-reinforced probes were initially taken across six different stimulus relations. Afterwards various series of trial blocks of conditional discrimination training for the A-B and B-C relations occurred, as well as tests for the C-D derived relations. Performance rose above baseline levels. Implications for caretakers are provided suggesting that with remote guidance caretakers can effectively administer such interventions to persons with disabilities. KEYWORDS: Equivalence based instruction, Telehealth, Autism Spectrum Disorder, Parent Training.
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Ozeke, Kocabas Ezgi. "The Effects Of A Parent Training On Different Dimensions Of Parent Adolescent Relationships." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606006/index.pdf.
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The purpose of the study was twofold, first to create an
example of a parent training for parents of adolescents and second
to explore the effects of a parent training on different dimensions of
parent-adolescent relationships and communication skills of parents
of adolescents.
The participants of this study were the parents of 9th and 10th
grade adolescents from two different lycees in AnkaraMETU Foundation School and Deneme Lycee. 10 volunteer parents (mothers or fathers) from METU Foundation School and 11 parents from Deneme Lycee participated in that study as the members of the experimental group. In this study, an experimental design with treatment and control groups and 3 measurements (pre, post and follow up) was used. The 5-session training for parents generally consisted of activities aimed at developing their communication skills and their relationships with their children. The program mainly focused on social skills for parents to develop better communication and improve the satisfaction of parents and also to help parents improve their parenting skills. Data were collected through qualitative and quantitative methods. In order to assess the effects of training on parents, instruments called Parent Success Indicator and Communication Skills Evaluation Scale were used in the study. Moreover, an openended evaluation form was used to evaluate the effectiveness of the training. In order to explore the differences between experimental and control groups, two way repeated measures of analysis of variance was used. The results revealed no significant differences between groups, however, the qualitative findings indicated that the parent training in this study helped parents to develop positive interaction with their children.
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Quan, Patricia F. "A component analysis of behavioral skills training (BST) procedures in parent training." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/868.
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Collectively known as Behavioral Skills Training (BST), instruction, modeling, rehearsal, and feedback procedures are often used in parent training programs. A nonconcurrent multiple baseline, single-subject component analysis of BST procedures was conducted with 12 parents of children aged 2-4 years in their homes. Written instructions, video modeling, and rehearsal-feedback training conditions were counterbalanced and randomly assigned to each parent. The frequency and quality of parent praise were measured during structured free-play and cleanup observations. BST 6 procedures produced comparable results in praise frequency and quality. For all parents, the cleanup scenario was associated with higher praise frequency than the play scenario. Common trends observed in the data and limitations of the study are discussed, along with directions for future component analysis research on BST procedures.
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Bearden, Donald J. "Impact of Training on Parent Knowledge and Behavior." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/psych_theses/72.
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Immunizations are an essential part of children’s healthcare; however, the associated distress can have short- and long-term negative ramifications for children. Parents’ procedural behavior is one of the strongest predictors of children’s distress. The current study evaluated whether an interactive computer training program influenced parents’ knowledge of the impact that their behavior has on their children or their actual procedural behavior during children’s immunizations. 90 parents and their 4- to 6-year-old children receiving immunizations participated. Overall, findings suggest that using a computerized training module to enhance parent knowledge and behavior is helpful but requires improvements in some areas to optimize training.
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Rustman, Aimee N. "Effects of parent training on child skill acquisition /." Connect to online resource - WSU on-site and authorized users, 2005.
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12
O'Brien, Michelle. "Self-help Parent Training for Childhood ADHD Symptoms." Thesis, Bangor University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534455.
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Villari, Claudia. "Exploratory Analysis of Maintenance in Behavioral Parent Training." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1799.
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A two-part study explored the maintenance effect of Behavioral Parent Training (BPT) featuring multi-component treatments by examining one year follow-up data from a larger study. Participants were ten parents of children (ages 3-5) with developmental disabilities and severe problem behaviors. Parents were also identified as having high levels of pessimism. BPT featuring multi-component treatments was provided in two conditions: Positive Behavior Support (PBS) and Positive Family Intervention (PFI). PBS included a standardized protocol to teach parents how to conduct a functional assessment, develop and implement a multi-component treatment, which includes the following strategies: prevention, teaching replacement skills, and managing consequences. PFI embedded optimism training in the same protocol used in PBS. Optimism training included presenting parents with their negative self-talk and having them practice using more positive self-talk throughout all sessions. In the first study, improvements in child behavior were observed after treatment, which maintained one year later for both conditions. The second study further revealed that participants in the PBS condition frequently used passive strategies vs. participants in the PFI condition who frequently used proactive strategies during post and one year follow-up. The current study did not reveal a specific treatment component to be responsible for behavior change and maintenance, but provided some insight as to the type of prevention strategies pessimistic parents are likely to use depending on whether or not they received optimism training. Suggestions for future research in assessing the remaining treatment components are discussed.
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Peach-Storey, Grace Ann. "The Impact of Parent Training in Instable Families." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586360837997896.
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Cermak, Samantha Marie. "Parent-Toddler Training: The Merits of Further Analysis." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67966/.
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Earlier identification of autism allows for interventions to begin during toddlerhood. Literature suggests that parents are an important part of very early intervention and specific goals have indicated that they are important to progress. The use of telemedicine may increase access to interventions. The purpose of the study was to evaluate a parent-toddler training program that targeted social-communication skills and incorporated a telemedicine component. Measures included parent teaching targets, child attending, vocal requesting, and coordinated joint attention and the parent's response to coordinated joint attention. Results indicate that parent teaching increased, child attending and vocalizations increased, child coordinated joint attention increased, and the parent's response to coordinated joint attention was primarily social in nature. Analysis of the home observations indicates that direct in home observations or teleconference observations neither under or overestimated behaviors. The results are discussed in the context of teaching and feedback delivery and selection of teaching targets.
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Call, Stephanie Priscilla. "Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3061.
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Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has shown that such families should take an active role in developing and implementing a behavior plan. However, families need support to promote effective changes in their child's behavior. This study investigated how a positive behavior support workshop that used the Family HOPE program affected behavior problems and parent/child relationships in families with children with developmental disabilities. Parents of eight children with disabilities and challenging behaviors participated in this research. A Project Director and Principal Investigator taught the six systematic steps to changing behavior. They were assisted by graduate students who provided behavioral education to families, helped families complete a Functional Behavioral Assessment, appropriate interventions, and analyze intervention data. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to the families to study the effects of parent trainings on parents' perceptions of limit setting, parental support, and the frequency and severity of problem behaviors. Results showed a significant difference in the pre- and post-intervention data on limit setting and parental support. There were no significant differences in the frequency and severity of problem behaviors on the SIB-R. Implications for further research are suggested concerning teaching parents Positive Behavior Support principles in a workshop setting.
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Damrad, Anne E. "Evaluating a parent training program : scale analysis and the effects of systematic training for effective parenting (STEP) on child and parent behavior /." View online ; access limited to URI, 2006. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3225316.
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van, Delft Sari. "Relationships between maternal self-effiacy, parent training instructional practices and models of parent-professional interaction." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41968.
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Parental self-efficacy impacts the manner in which a parent interacts with his or her child, as well as child development. Parental self-efficacy can be influenced by a variety of parent and child characteristics, in addition to contextual factors such as socioeconomic status. Parents of children with autism are at risk for lower self-efficacy due to a number of additional influences, including stress, autism severity, and how professional supports are provided. The purpose of this study is to investigate the relationship between maternal self-efficacy in mothers of children with autism and parent-professional relationships, the instructional techniques utilized in parent training, parenting stress, socioeconomic status, and parents’ perceptions of child progress. A sample of 43 mothers in British Columbia whose children with autism were receiving services from a behavior consultant completed The Early Intervention Parent Questionnaire (EIPQ) that was developed for this study. The EIPQ measures maternal self-efficacy and the variables believed to influence maternal self-efficacy. A regression analysis found that parenting stress and parents’ perceptions of child progress were related equally to maternal self efficacy. Implications are discussed, with suggestions for future research.
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Jordan-Arthur, Brittany L. "The Role of Fathers in Behavioral Parent Training: An Exploration of Parent-Related Factors in Parent and Child Treatment Outcomes." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7684.
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Despite a well-documented need for parent training in the treatment and prevention of child behavior problems, as well as the well-documented benefit of including fathers in preventative and treatment interventions, surprisingly little clinical intervention research examines the role of fathers in such trainings. This research examined the role of father involvement in behavioral parent training by examining parent-related characteristics in relation to treatment outcomes for both mothers and fathers, examining differences between mothers and fathers, and examining the additive benefit of including fathers in treatment across two studies. Both studies utilized archival data obtained from a university- and community-based parent training program for families and service providers of children displaying challenging or disruptive behavior offered through a large south eastern university medical center. The first study examined associations and relationships among parenting knowledge, parenting stress, and treatment engagement in 39 fathers and 107 mothers. The second study examined the associations and relationships among child behavior problems, treatment engagement, and therapy attitudes in 43 fathers and 98 mothers. Surprising patterns of effects were found; overall, the pattern of results of both studies across multiple levels indicated that the treatment was effective and that the pre-post changes observed were robust to a number of covariates. These findings indicate that the observed treatment efficacy was not diminished when examining specific groups of participants. It is possible that specific strengths of the program discussed in detail such as the social support and problem-solving opportunities augmented treatment benefit for subgroups of participants and mitigated the impact of group differences. While differences between mothers and fathers are often portrayed as having dramatic impacts on treatment engagement and efficacy, these group differences may not be as straightforward as is commonly depicted in the literature. Treatments that identify the nature of differential patterns of benefit and address them through treatment design may be able to deliver efficacious treatment generalizable to multiple subgroups of parents. These findings may have important implications for improving treatment engagement and treatment efficacy in the future. Based on the synthesized findings of these two studies, recommendations for treatment development, clinical practice, and future research are discussed.
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Bagner, Daniel Marc. "Father involvement in parent training when does it matter? /." [Gainesville, Fla.]: University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000636.
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Jones, Errity. "Utilizing Probabilistic Reinforcement to Enhance Participation in Parent Training." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3173.
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Parental participation in parent training programs is necessary for success in behavioral parent training. Prior literature has demonstrated probabilistic reinforcement as an effective intervention for improving a wide variety of behaviors. In the present study, a probabilistic reinforcement program (i.e., lottery) was implemented in order to evaluate its efficacy as part of a behavioral parent training program. The behaviors targeted for increase included attendance, participation, homework completion, and performing role-plays or completing in-class assignments for two 10 week Tools for Positive Behavior Change courses. Participants earned lottery tickets for each of the dependent measures, and drawings took place at the end of each class. An alternating treatments design was employed to determine any differences in performance on the dependent measures between baseline and lottery sessions. Results showed that participants attended and participated more with parent training under the conditions of a lottery compared to baseline class sessions although the effect was minimal; furthermore, this effect was observed more clearly for one of the two classes. Further research is needed to explore the effect of a lottery intervention on parent participation in parent training programs.
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Ewing, Sarah A. Ala'i-Rosales Shahla S. "Measuring indices of happiness in a parent training program." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6114.
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Chase, Trisha. "Influencing Acceptability of Parent Training Interventions Through Treatment Rationales." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4415.
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Parent training is an effective intervention for parents of children with a variety of childhood disorders, and parents often view behavioral parent training as acceptable. Explanations and rationales for parent training are commonly provided at the beginning of treatment. However, there is little research regarding how rationales may influence acceptability. There is also limited information on whether fathers and mothers judge the acceptability of parent training differently. The purpose of this study was to determine whether changing the description of a behavioral parenting intervention influenced parents’ acceptability ratings and whether mothers and fathers differed in their ratings.
Participants viewed one of two descriptions of parent training that focused on either addressing deficits in parenting skills or enhancing existing parenting skills. The results indicated that there was not a significant difference in the acceptability of the two parent training descriptions. However, mothers rated both treatment descriptions as more acceptable than did fathers. Results also indicated that parents’ beliefs about their influence as parents significantly predicted acceptability of the parent training descriptions. The results of the current study suggested that treatment acceptability was not influenced by the way that the interventions were described. Future research should focus on how to increase acceptability of parent training for fathers and parents who do not feel that they have control and influence over their children.
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Quintana, Frances. "Parent skills training for individuals in substance abuse treatment." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3066.
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This study examines the relationship between substance abuse and the need for parent skills training. Predicted is that adults in substance abuse treatment are likely to be in need of parent skills training. Previous research has associated the lack of parent skills with inept parenting practices that often leads to developmental problems in children.
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Barton, Rebecca Marie. "Jumping Ahead of the Wait List: Pyramidal Parent Training." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8275.
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Parents of children with an autism spectrum disorder experience many stressors in their lives, including managing problem behaviors of their child. Parent training can effectively teach parents strategies to manage noncompliant behaviors; however, many parents spend months on wait lists before accessing this service. This study investigated the preliminary effects of both an expert-led and parent-led training for wait-listed parents. Thirteen parents of children currently on a waitlist to receive behavioral analytic services participated; most were highly educated, all were white and married. The study used a pyramidal training approach: a professional instructed one group of participants while a participant volunteer instructed the second group. Participants completed a training on several behavior management techniques. Training was conducted in a manner plausible for community clinics to implement. Checklists and direct observations of trainee behavior were taken to observe fidelity of training. Data were also collected using parent self-report measures using Likert-scales to report on their own behavior as well as their child’s behavior. Participants from both groups reported decreases in child noncompliant behavior and increases in parent self-efficacy, confidence and consistency in administering behavior management techniques, indicating that both expert-led and parent-led training are effective in decreasing reported noncompliant behavior and increasing parent-reported self-efficacy. Clinics and communities should seek to implement similar programs to address wait-list issues; using a pyramidal parent training module may allow more parents to access information in a more efficient fashion. Further research should be conducted on larger groups and additional levels of pyramidal training.
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Ewing, Sarah A. "Measuring indices of happiness in a parent-training program." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6114/.
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Behavior analysts have long recognized the need for direct and reliable measurement of complex behaviors that are important to society. Recently investigators have approached one of the singular most complex behaviors: happiness. Limited research, however, has explored happiness in parent-training programs with children with autism and their families. The current study applied the definitions and data systems used in Broome's 2007 study to obtain indices of happiness within a parent training program for parents of toddlers with autism. Direct measures of smiles and laughs were collected from videotaped assessments. Results suggest that the program increased behaviors associated with happiness. Results are discussed in terms of program development and future research.
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Glassman, David Scott. "Parent training programmes : identifying predictors of attendance and engagement." Thesis, University of Oxford, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669842.
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Sottolano, Donn Charles. "Group parent training : experimental and behavioral analysis of two methods for training child management skills." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/514204.
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The purpose of the study was to assess the differences between two; methods for training parents in child management skills. Group I, the educational training group, consisted of seven parents, while Group II, the competency-based training group, bad five participants. Two dependent measures, time-out and instruction giving, were assessed during simulations with a confederate. Probes were also taken during analogue situations between the parent and child. Follow-up probes were conducted at six- and twelve-weeks for the EFTG, and at 8-weeks for the CBTG.Data was subjected to an analysis of covariance (ANCOVA) to determine statistical differences between groups. A multiple baseline across skill domains was also used to assess clinical changes between groups and within individuals.Findings Parents trained in the CBTG performed significantly better, in both time-out and instruction giving skill domains, than did parents trained within the educational format. All five CBTG parents achieved a mastery level of 90% or higher. Parents trained through the traditional educational methods were unable to achieve mastery in either, skill domain. Subsequent to the introduction of competency training, all but one of the EFTG parents were able to reach mastery. The parent who was unable to reach mastery, was unable to do so in either skill domain.All parents were satisfied with service delivery regardless of treatment received. Parents also reported similar changes in their child's behavior throughout the course of the training program.Conclusions Competency-based training methods were far superior to the more traditional educational approach in shaping parents behavior (i.e., time-out and instruction giving skills). Parent perceptions of changes in their own behavior are a poor indicator of measured change.Parent's reported satisfaction is a poor prognosticator for termination of treatment services.
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Jones, Lindsey. "A parent training program combining discrete trial training and incidental teaching in the home environment." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003113.
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Fukushima-Flores, Marnie. "FRIENDS parent project : effectiveness of parent training in reducing parent anxiety in a universal prevention program for anxiety symptoms in school children." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7975.
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Anxiety is one of the most pervasive childhood mental health disorders of our day. This is reflected in the growing body of research investigating the most effective ways to treat and prevent childhood anxiety. This study adds to the discussion by examining the parent component of a school based universal prevention and intervention program. Participating parents (N = 122) completed four measures on anxiety, the Anxiety Sensitivity Index (ASI, Reiss, Peterson, Gursky, & McNally, 1986), the Center for Epidemiological Studies-Depression (CES-D, Radloff, 1977), the Penn State Worry Questionnaire (PSWQ, Meyer, Miller, Metzger, & Borkovec, 1990), and the Screen for Child Anxiety Related Emotional Disorders (SCARED, Birmaher et al., 1999) before and after the parent program. The effectiveness of the program was investigated by analysing mean scores of the parent self-reported anxiety symptoms and parent reports of child anxiety symptoms. The main analyses conducted were 2 x 2 between-within ANOVAs for each measure. The hypothesis that parents who participated in the program (n = 20) would report reduced anxiety symptoms for themselves and for their children when compared to parents who did not attend (n = 120) was not confirmed. The parent’s satisfaction level with the program was also studied with high acceptability ratings providing strong social validity for this program. Implications of the findings, strengths, limitations and suggestions for further research are discussed.
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Laino, Kathleen S. Ala'i-Rosales Shahla S. "An analysis of sample duration in a parent training program." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3653.
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Clarke, Christine. "Effect of parent training programmes on children's preparedness for school." Thesis, University of Warwick, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273484.
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Hundley, Allie. "Effectiveness of preschool parent training for TBI prevention and response." University of Dayton / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1500395313977962.
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Laino, Kathleen S. "An Analysis of Sample Duration in a Parent Training Program." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3653/.
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Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.
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Clayton, Christina Dick. "The Effect of Parent English Literacy Training on Student Achievement." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4973/.
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When the Bush administration set out to revolutionize public education through the requirements commanded by No Child Left Behind Act of 2001 (NCLB), framers of the legislation chose language that appeared inclusive of all students in U.S. schools. The law demands that English language learners take the mandated exams early in their academic careers in the United States even though research indicates most will fail due to lack of time to acquire sufficient language proficiently to demonstrate their learning on the exams. Viewed through a critical theory lens, the inclusive nature of NCLB is in fact, oppressing ELL students. One district in Texas The study involved ELL students in grades 1-12 in a school district in North Central Texas that uses its family literacy center as an intervention to aid ELL families in English language acquisition. Students fell into three categories: students and parents who attend the family literacy center English classes, students whose parents attend the family literacy center English classes but the students do not attend, and students and parents who do not attend the family literacy center English classes. The quantitative data for the study were reading and math Texas Assessment of Knowledge and Skills (TAKS) and Texas English Language Proficiency Assessment System (TELPAS) scores of ELL students administered by the district in spring 2005. The independent variable was attendance at the family literacy center English classes. A series of one-way analyses of variance (ANOVA) and descriptive statistics (mean, standard deviation, homogeneity of variance) was applied to the data and significant differences were observed on only two measures of the TELPAS. The qualitative data were phenomenological interviews of teachers at the district-run family literacy center. Data derived from in-depth phenomenological interviews were between August and September 2005.
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Davies, Cindy. "The impact of a booster session following behavioural parent training." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423978.
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Reda, Patricia Reda. "Successful Strategies Used to Increase the Reading Comprehension of Second Graders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2424.
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A southeastern elementary school evidenced many students with a consistent decrease in oral reading fluency (ORF) rates as the 2nd grade year progressed, leading to weakness in reading comprehension in the 3rd grade. Reading comprehension is critical for academic success, as students who merely decode words do not gain knowledge from the text. This qualitative case study explored the successful strategies, both inside and outside of the classroom, used by parents and teachers of this southeastern elementary school to positively impact the reading comprehension rates of 2nd grade students. Constructivism and transactional learning served as the conceptual frameworks for this study. Archival data were used to identify 66 students who had exited 1st grade having met expectations on the ORF assessment and who continued to meet expectations throughout 2nd grade. The parents of these students and their 6 teachers comprised the purposeful sample. Three parents and 3 teachers participated in the study, yielding 6 interviews and 1 teacher artifact for analysis. Open coding and thematic analysis were used. The common themes that emerged were daily reading, parental support, clear expectations, access to high interest books, small group instruction, and cooperative learning strategies that positively impacted reading comprehension in 2nd grade. The results of this study led to the development of a series of parent workshops and a series of teacher workshops that focus on reading strategies for use in the home and strategies for teachers to work effectively with parents. Implications for positive social change include providing the local site with research-based findings and a workshop series teaching successful strategies used by parents and teachers to increase student reading comprehension.
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Baker, Jacqueline R. "Shall We Dance? Teaching Parents the Communication Dance to Enhance Generalized Communication in Their Children." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500157/.
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Children diagnosed with autism exhibit deficits in communication that impact their ability to control their immediate environment. Recent research on mand training has been criticized for producing a limited number of mand topographies over a long span of time with limited generalization to novel environments. There is a body of research, however, that successfully establishes larger repertoires. Training parents as change agents may mediate generalization by teaching under naturally maintaining contingencies. Additional effects of parent training may reduce parent reports of stress, increase favorable quality of parent-child interactions, and increase reports of parental self-efficacy. The current study evaluated the effects of a generalized training framework to teach parents how to target generalized mands and expand their child’s communicative topographies. The effects of the training were evaluated using a non-concurrent multiple baseline across participants and skills. Results indicated that parents were able to effectively teach their child to mand for a variety of items and events and to substantially increase the number of different mand topographies and expand the topographies the child emitted. Parents were observed to have higher overall confidence and lower overall stress following intervention. The current study builds on previous research on generalized teaching strategies for parents that are effective in teaching a variety of responses to the child.
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Shamaly, John J. Jr. "The Effects of Teacher Training vs. Teacher and Parent Training on the Aggressive Behavior of Preschoolers." DigitalCommons@USU, 1988. https://digitalcommons.usu.edu/etd/5962.
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The present study was conducted over a two-month period and used a three-group post-treatment quasi-experimental design to compare the relative effectiveness of teacher training only, to teacher training plus parent training, upon the aggressive and social competency behaviors of teacher-identified aggressive preschoolers. In addition to a non-intervention control group of teacher-identified aggressive preschoolers, children who teachers identified as being non-aggressive were also observed for comparison purposes. The training that both parents and teachers received was general and focused on providing an understanding of the techniques of social learning theory and child behavior management. Parents also implemented behavior programs to increase desirable child behaviors. The dependent measures used in the present investigation included: observed child aggression, observed teacher reinforcement of parallel and cooperative play of target children, teacher ratings of social competency and problem behaviors, parents' ratings of problem behaviors, and parent satisfaction ratings of children's daycare/preschool programs. Due to several problems with research design and methodology (e.g., quasi-random assignment, no baseline or pre-treatment data, a small sample size, etc.), it was impossible to draw definitive conclusions from the obtained results. However, it appeared that both teacher training and teacher and parent training were as equally effective in reducing aggression as was no treatment at all. Furthermore, teacher training did not appear to increase teachers' rate of reinforcement of appropriate child behaviors.
Another finding was that parent training may have increased parents' knowledge of behavioral principles as applied to children and may have improved parents' satisfaction with children's daycare/preschool programs. Suggestions made for further research included: increasing the sample size, random assignment of subjects, development of specific individual treatment programs, and collection of baseline pretreatment data.
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Fuller, Steve. "Children's perception of parental management of their behaviour." Thesis, Bangor University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247337.
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Nash, Jordanna J. "Resource Parent Preservice Training: An Investigation of the Training Process and Outcomes of the PRIDE Program." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32858.
Full textAbstract:
PRIDE preservice training is a widely-used method of resource parent preparation, yet a program that has been the focus of very little research. This thesis project was carried out in two studies designed to examine the process of training, investigate selected outcomes of the training, and explore the transfer of training into practice.
The first study involved 174 prospective resource parents. Investigation of the process of preservice training determined that participant engagement and participant-perceived fidelity, the combination of which was conceptualized as participant-perceived training quality, were high. In terms of outcomes, significant large gains from pre- to posttraining were observed in knowledge of the PRIDE competencies taught by the training. However, no differences were found in resource parent attitudes (erroneous beliefs or motivation to adopt) from pre- to posttraining. Higher training quality was a significant predictor of both greater knowledge gains and higher participant satisfaction. No differences between prospective foster parents and adoptive parents emerged in terms of participant dropout, knowledge gain, participant satisfaction, or attitudes about resource parenting.
The second study was a follow-up with 11 foster, adoptive, and kinship parents from study one who had begun parenting a child in care. Interviews with these resource parents focused on the transfer of training of the PRIDE competencies and requested feedback about the training. Participants’ ratings of their transfer of training were high, while the researchers’ ratings fell in the mid-range. Overall, participants’ comments about PRIDE were positive. Participants highlighted how useful they found personal accounts of resource parents’ experiences during training and that child welfare workers played a key role in the implementation of training.
The methodological contributions of this project include the development of three measures – a knowledge of PRIDE competencies questionnaire, a measure of participant-perceived quality, and a transfer of training rating scale – that can be used both in future research and in practice. In addition, this project supplied the first evidence of meaningful links between the process, outcomes, and transfer of PRIDE training, all of which were positive. The project provided essential foundational research which future studies of PRIDE should take into account.
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Defreitas, Jillian. "Acceptance and Commitment Training to Enhance a Behavioral Parent Training with Parents of Children with Autism." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5934.
Full textAbstract:
Behavioral Parent Training (BPT) is an effective teaching package that is often used to teach new parenting skills. While BPT has been established as efficacious in teaching parenting skills, performance often returns to baseline levels. There may be myriad reasons for this; however, it is possible that competing contingencies in difficult behavioral interactions, and long histories of practices that solve behavioral issues in the short term, affect parents’ ability to implement what they were taught. This study sought to impact parental treatment integrity of a common set of parent training practices via an Acceptance and Commitment Training protocol. Parents were exposed to a behavioral parent training workshop targeting three parenting tools. Follow up measures were collected on implementation integrity and rate of parental coercive behaviors. Low levels of parenting skill implementation integrity were observed during baseline. Following the BPT training phase, implementation of parenting skills showed an increasing trend while parental coercives decreased in level. For the parent who met mastery criteria for all three tools, a follow up period, in which no feedback or training was implemented, and a decrease in level in parenting skill implementation integrity was observed. Following this, the parent participated in an Acceptance and Commitment Training (ACTr) workshop consisting of experiential exercises, metaphors, and homework assignments. After the ACTr workshop, implementation of parenting skills showed a continued increasing trend toward mastery, and frequency of negative parent-child interactions showed a further decreasing trend, as well for all parents.
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Jones-Hamilton, Allison M. Smith Richard G. "An evaluation of the effects of an abridged parent training program on parent-child interactions in the home." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9769.
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Kamalu, Elisha K. "Effects of In-Home Positive Behavior Support Training on Parent Perceptions of Parent-Child Relationships and Maladaptive Behavior." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1404.
Full textAbstract:
This study investigated the effects of the positive behavior support program Family HOPE conducted in homes of families of children with disabilities. Graduate students conducted an 8-10 week collaborative method of training for parents of children with disabilities to reduce problem behaviors of their child with a disability. The Parent-Child Relationship Inventory (PCRI) and Scales of Independent Behavior-Revised (SIB-R) were given to both experimental and control group families to investigate the program effects on parents' perceptions of limit setting, parental support, frequency and severity of problem behaviors. Results indicated that there was not a significant pre-post difference for either group on limit setting and parental support. There was a significant decrease in the frequency and severity of problem behaviors on the SIB-R for the treatment and control groups; however, no significant difference was found according to group membership. On subscales of Limit Setting and Parental Support on the PCRI no significant differences were found between control and experimental groups. Implications for further research are suggested and include items such as the control group size and using measures that are sensitive enough to detect changes in behavior over a short period of time.
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Jones-Hamilton, Allison M. "An Evaluation of the Effects of an Abridged Parent Training Program on Parent-child Interactions in the Home." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9769/.
Full textAbstract:
This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. To determine skill acquisition, both parents performed role plays and completed written exams pre- and post-training. Role play assessment results showed improvements in all skill areas for both participants. Written assessment results showed improvements for all skills directly taught except one. Multiple measures were examined in the home prior to and following the workshop to assess generalization. Results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants.
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Cohrs, Corey. "Efficacy of ACT Components to Increase Effectiveness of Behavioral Parent Training." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4015.
Full textAbstract:
Prior research has demonstrated both the efficacy of behavioral parent training in effectively teaching parent skill implementation; and of an Acceptance and Commitment Therapy (ACT) based training program in improving perceived parenting abilities. The purpose of the present study was to assess the efficacy of an ACT based training component, following a behavioral parent training, in increasing participant integrity of skill implementation. Targeted dependent measures included: (1) participant integrity of skill implementation (analog & in vivo), (2) score on Parental Locus of Control Scale (PLOCS), (3) frequency of participant child problem behavior, and (4) frequency of coercive caregiver interactions. Although the effects of intervention on reducing child problem behavior were limited, the overall effects of intervention were determined to have been successful in their primary objectives of altering caregiver covert verbal behavior in regards to parenting abilities and increasing integrity of implementation.
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Rinaldi, Julie A. "Long-term outcomes of parent training and predictors of adolescent adjustment /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9004.
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Goettl, Elizabeth J. Ala'i-Rosales Shahla S. "The emergence of joint attention in a naturalistic parent training program." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6104.
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Walston, Rick. "A parent training program for First Church of Christ, Barberton, Ohio." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Newcomer, Andrea L. Ala'i-Rosales Shahla S. "A systematic replication of the family connections parent-toddler training program." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9921.
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