The Autism Society Event and Education Recordings Archive

Parent involvement in the education of children with autism is considered best-practice (National Research Council, 2001). Learning and development are enhanced when parents develop skills in facilitating interactions and managing behaviors. Parent education results in significant developmental gains in the areas of communication, behavior, adaptive skills and generalization of previously learned skills (Koegel et al., 1984). Caregivers also benefit from parent education through reduced parental stress and depression, enhanced parent-child interaction, increased positive parent effect, and increased time for leisure and recreational activities (Bristol et al., 1993). In the current political and economic climate, parent involvement is both a best-practice approach and an efficacious component of applied behavior analytic intervention for children with autism. Participants in this symposium will learn the components of empirically based parent education programs designed to meet best-practice guidelines. The first section of the presentation discusses inclusion and integration of parents during in-home ABA programming. Culturally competent parent education and support services are the focus of the second portion of the presentation. Finally, parent coaching as a consultative service to in-home programming will be discussed. These topics represent a conceptual framework of integrated service provision. The synthesis of the programs will be discussed at the conclusion of the symposium.

Partners in Education: Integration of Parents in Home-Based Programming

When parents are active participants in their child’s intervention, developmental and family outcomes are improved (Schriebman & Koegel, 2005). This section discusses a joint parent-provider model of in-home applied behavior analytic intervention. The philosophical basis of this approach assumes the goal of intervention is not only to teach skills in isolated therapy sessions, but also to promote skill development with others in the child’s life, most especially families and caregivers. This model emphasizes the role of caregivers in providing generalization opportunities for their children’s skills and serving as pivotal members of their child’s educational team. When participating in services using this model, caregivers are expected to take an active role in their child’s intervention within the context of everyday routines and activities. To ensure that parents are able to make informed choices and generalize treatment goals outside of sessions, a systematic parent education and training component is integrated into all aspects of the program.  

Improving Culturally Competent Practice: A Beginning Framework

The population of the United States is one of the most culturally diverse groups of the world. As a consequence, behavior therapists encounter clients/families from various cultural backgrounds daily.  Evidence-based practices are clear about the importance of developing rapport and trust with clients (McPhatter 1997).  However, our efforts at rapport building can be significantly compromised by breakdowns caused by differences between parent and provider cultural perspectives. Dana et al. (1992) describe cultural competence as “an ability to provide services that are perceived as legitimate for problems experienced by culturally diverse persons.” This section of the presentation analyzes the literature on effective ways to achieve cross-cultural parent training, specifically examining the rituals of parenting considering cultural factors such as language, moral values, rules and laws, beliefs and traditions (Christianens, Baccker, Baerheim et al., 2004).  Additional family characteristics that can influence parent-provider relationships will also be presented, including education, social status, occupation and income.

Ancillary Support for an Autism Intervention Program: A Parent Coaching Model

The state of California has mandated group-based parent training prior to the authorization of in-home behavioral support services. This section of the presentation describes a family education program designed to teach primary caregivers about critical features of behavior management and child development. The program is based on the belief that parents and family members with whom children with autism interact every day are in the best position to help their children learn to communicate and interact more successfully.  The family education program is designed to be a short-term, intensive training program implemented through dynamic teaching techniques involving presentations, hands-on learning opportunities and video demonstrations. With effective coaching, families can learn to understand their child’s behavior, respond with appropriate best-practice techniques, become active participants in analyzing their child’s behavior, assist in developing an intervention plan and implement the plan. Parents should also become more familiar with the language and concepts of intervention used by professionals, empowering them to make informed decisions about their child’s education.