AN EVALUATION OF A TELEHEALTH PARENT TRAINING PROGRAM IN TEACHING SELF-CARE SKILLS TO CHILDREN WITH AUTISM
Boutain, Ariana Ronis
University of Kansas
Applied Behavioral Science
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
MetadataShow full item record
Abstract Although a fundamental component of effective behavioral intervention programs for children with autism spectrum disorder is parent involvement, parents are often unable to receive adequate parent training from qualified specialists (e.g., BCBAs) due to obstacles such as cost and geographic location. One way to address this issue is to utilize telehealth technology to remotely teach parents of children with autism to be effective behavioral teachers for their children. The present study used iPad minis, FaceTime videoconferencing technology, and wireless Bluetooth ear buds to remotely deliver a parent training program to three parents of children with autism in the family home. Using a behavioral skills training-based program, parents were taught to conduct preference assessments and implement a graduated guidance teaching program to teach their children several important self-care skills (washing face, washing hands, and applying lotion). Results indicated that all three parents were able to accurately conduct preference assessments with their children after only receiving detailed written instructions. Parents, however, did not correctly implement graduated guidance after only receiving detailed written instructions. After parents received our parent training package that included instructions, modeling, role-play, and feedback procedures delivered via FaceTime, all three parents were able to correctly implement graduated guidance teaching procedures with near-perfect levels of procedural fidelity. After parents learned to use graduated guidance to teach the first self-care skill, all three parents were able to correctly implement graduated guidance teaching procedures to teach their children other self-care skills after only receiving detailed written instructions that explained how to do so for each skill. Furthermore, parent-implemented graduated guidance was effective in increasing independent completion of self-care skills for all three child participants.
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.