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Training Parents in Positive
Parenting Skills and
Direct Behavior Ratings
Sayward Harrison, MA/CAS
SCHOOL SYSTEM
School Personnel Awareness
& Training
COMMUNITY
Parent Awareness
& Training
SCHOOL-BASED HEALTH CLINIC
Direc...
 Parents trained to alter child’s behavior at
home
 Based on behavioral & social learning
principles (Skinner, Bandura)
...
 Tend to focus on children ages 3-10 (Kazdin, 1997)
 Seldom have addressed ethnic and cultural issues
(Forehand & Kotchi...
An Evidence-Based Method for Parent Training
 Compared to control groups, parent trainings
which used VTM can produce sig...
 Initially conceptualized as parent training
group
 BUT…multiple community barriers!
 Now  Individual sessions with pa...
 Possible topics…
Getting to Know and Connecting with your
Teenager
Communicating Positively and Effectively
Encouragi...
 Pre- & Post-measures to assess changes in
discipline strategies, perceived problems,
communication, etc.
 Direct Behavi...
 What is a DBR?
 • DBR is a tool that involves brief rating of
child’s behavior following a specified period of
time (e....
 4 steps:
1. Specifying a target behavior
2. Rating the behavior following a specified
observation period
3. Sharing the ...
Academically engaged is actively or passively participating in the
classroom activity.
Examples: writing, raising hand, an...
 Brief trainings utilizing practice & feedback
to teach parents how to utilize DBR
 Parents will be given a laminated,
m...
 Parents will use DBR to rate teen’s target
behaviors following specified time (e.g.,
family dinner)
 Will record DBR vi...
 During “check-in” portion of parent sessions,
parents will receive feedback on DBR data,
including graphs for visual ass...
 Chafouleas, S.M.; Riley-Tillman, T.C., & Sugai G. (2007). School Based Behavior
Assessment: Informing Instruction and In...
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Files ppt-partnering with parents and dbr

  1. 1. Training Parents in Positive Parenting Skills and Direct Behavior Ratings Sayward Harrison, MA/CAS
  2. 2. SCHOOL SYSTEM School Personnel Awareness & Training COMMUNITY Parent Awareness & Training SCHOOL-BASED HEALTH CLINIC Direct Services to the Child (Counseling, Therapy, Behavioral Supports) Healthy Child
  3. 3.  Parents trained to alter child’s behavior at home  Based on behavioral & social learning principles (Skinner, Bandura)  Addresses multiple domains:  e.g., child compliance, tantrums, enuresis, eating disorders, hyperactivity, medical adherence  Targets multiple populations:  e.g., preschoolers to adolescents, children with autism, MR, LD, ADHD
  4. 4.  Tend to focus on children ages 3-10 (Kazdin, 1997)  Seldom have addressed ethnic and cultural issues (Forehand & Kotchick, 1996)  Have neglected parents of adolescents   BUT…the teenage years are critical
  5. 5. An Evidence-Based Method for Parent Training  Compared to control groups, parent trainings which used VTM can produce significant behavioral change, including:  Reduced child behavior problems  More prosocial behavior  Fewer incidents of spanking  Decreased parental stress  More positive parent-child interactions
  6. 6.  Initially conceptualized as parent training group  BUT…multiple community barriers!  Now  Individual sessions with parents to train in behavioral management techniques and positive parenting skills  Videotape modeling, didactic presentation, coaching, practice & feedback, training in DBR…
  7. 7.  Possible topics… Getting to Know and Connecting with your Teenager Communicating Positively and Effectively Encouraging and Listening to your Child Establishing Rules and Boundaries Teaching Teenagers Responsibility Positive Discipline Strategies Dealing with Conflict Solving Problems Together
  8. 8.  Pre- & Post-measures to assess changes in discipline strategies, perceived problems, communication, etc.  Direct Behavior Ratings (DBRs) to monitor & communicate, as well as intervention component
  9. 9.  What is a DBR?  • DBR is a tool that involves brief rating of child’s behavior following a specified period of time (e.g., 45-minutes of math group work)  • DBR offers a defensible, flexible, repeatable, and efficient way to gather information about a child’s behavior http://www.directbehaviorrating.com
  10. 10.  4 steps: 1. Specifying a target behavior 2. Rating the behavior following a specified observation period 3. Sharing the obtained information across individuals (e.g., parents, teachers, students) 4. Using the DBR outcome data to monitor the target behavior over time
  11. 11. Academically engaged is actively or passively participating in the classroom activity. Examples: writing, raising hand, answering a question, talking about a lesson, listening to the teacher, reading silently, or looking at instructional materials.
  12. 12.  Brief trainings utilizing practice & feedback to teach parents how to utilize DBR  Parents will be given a laminated, magnetized DBR standard form to hang on fridge DBR ----- -----
  13. 13.  Parents will use DBR to rate teen’s target behaviors following specified time (e.g., family dinner)  Will record DBR via text, email, or BASIS  Will be given tokens as incentives for use in the clinic store
  14. 14.  During “check-in” portion of parent sessions, parents will receive feedback on DBR data, including graphs for visual assessment  DBR will be used to analyze changes in teen behavior over course of treatment
  15. 15.  Chafouleas, S.M.; Riley-Tillman, T.C., & Sugai G. (2007). School Based Behavior Assessment: Informing Instruction and Intervention. New York, NY: The Guilford Press.  Chafouleas, S.M.; Riley-Tillman, T.C., & McDougal, J. (2002). "Good, bad, or in-between: How does the daily behavior report card rate?". Psychology in the Schools 39: 157-169.  Chafouleas, S.M.; Riley-Tillman, T.C., & Sassu, K.A. (2006). "Acceptability and reported use of Daily Behavior Report Cards among teachers". Journal of Positive Behavior Interventions, (8): 174-182.  Forehand, R. & Kotchick, B.A. (1996). Cultural diversity: A wake-up call for parent training. Behaviioral Therapy, 27, 187-206.  Kazdin, A. (1997). Parent management training: Evidence, outcomes, and issues. Journal of the American Academy of Child and Adolescent Psychiatry, 36(10), 1349–1356.  Riley-Tillman, T.C.; Chafouleas, S.M., & Eckert, T. (2008). "Daily Behavior Report Cards and Systematic Direct Observation: An Investigation of the Acceptability, Reported Training and Use, and Decision Reliability among School Psychologists". Journal of Behavioral Education.  Sharry, J., Guerin, S., Griffin, C., & Drumm, M. (2005). An evaluation of the Parents Plus Early Years Programme: A video-based early intervention for parents of pre-school children with behavioral and developmental difficulties. Clinical Child Psychology and Psychiatry, 10(3), 319-336.  Webster-Stratton, C., Kolpacoff, M. & Hollinsworth, T. (1988). Self-administered videotape therapy for families with conduct-problem children: Comparison with two cost-effective treatments and a control group. Journal of Consulting and Clinical Psychology, 56(4), 558- 566.  Webster-Stratton, C., Hollinsworht, T., & Kolpacoff, M. (1989). The long-term effectiveness and clinical significance of three cost-effective training programs for families with conduct- problem children. Journal of Consulting and Clinical Psychology, 57(4), 550-553.

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