Abstract:
ABSTRACT
ANALYZING THE EFFECTS OF REPEATED PRACTICE USING
THE BEHAVIORTOOLSTM TRAINING MODEL WITH PARENTS
OF CHILDREN WITH DEVELOPMENTAL DISABILITIES
by
© Tristan M. Marriott
Master of Arts in Social Science
California State University, Chico
Fall 2011
Without behavior skills training, parents may rely on coercive styles of parenting due to the reinforcing effects for both parties. When coercive strategies are used, the negative behavior of both the parent and child is strengthened. This project investigated the effectiveness of the BehaviorToolsTM training in reducing coercive parent-child interactions and increasing positive parent-child interactions for parents of children with developmental disabilities.
Using an AB single-subject, parametric design, the level of role play practice offered in the BehaviorToolsTM training was varied. Acquisition of behavior management skills was measured through pre- and post-training role play assessments. In-situ positive and negative parent-child interactions were
measured using partial interval recording. Outcome data demonstrated increases in positive parent-child interactions and decreases in negative parent-child interactions for all subjects. Results revealed no relationship between participants who engaged in repeated practice versus single practice, as is standard in the implementation of the BehaviorToolsTM training.
Four “types” of parents seemed to emerge from this study: those who interacted positively before the training and demonstrated even more positive interactions as well as a reduction in negative interactions post-training; parents who engaged minimally pre-training and increased positive interactions post-training; parents who interacted more negatively than positively pre-training and demonstrated a dramatic increase in positive interactions and decrease in negative interactions post-training; and parents who were undifferentiated in the pre-training phase due to the control of the child in the environment. These parents learned the skills necessary to pivot away from “junk” behavior, resulting in desirable changes in parent-child interaction post-training.
