Teaching Parents to Implement Functional Communication Training for Young Children with Developmental Delays
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| Title: | Teaching Parents to Implement Functional Communication Training for Young Children with Developmental Delays |
|---|---|
| Language: | English |
| Authors: | Gerow, Stephanie, Rispoli, Mandy, Ninci, Jennifer, Gregori, Emily V., Hagan-Burke, Shanna |
| Source: | Topics in Early Childhood Special Education. Aug 2018 38(2):68-81. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Parent Education, Young Children, Developmental Delays, Program Effectiveness, Program Implementation, Fidelity, Feedback (Response), Generalization, Verbal Communication, Written Language, Communication Skills, Training, Functional Behavioral Assessment |
| DOI: | 10.1177/0271121417740637 |
| ISSN: | 0271-1214 |
| Abstract: | The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent training on parent fidelity of FCT. The data indicated that verbal and written instructions with performance feedback resulted in accurate implementation of FCT during the trained routine. The generalization assessment suggested that instructions and performance feedback promoted generalization for one parent and an additional training component was needed for another parent. The third parent did not complete the generalization assessment. The results suggest verbal and written instructions and performance feedback can lead to accurate implementation of FCT during the trained routine, but additional training components may be necessary to facilitate generalization to a novel routine. |
| Abstractor: | As Provided |
| Number of References: | 57 |
| Entry Date: | 2018 |
| Accession Number: | EJ1185514 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent training on parent fidelity of FCT. The data indicated that verbal and written instructions with performance feedback resulted in accurate implementation of FCT during the trained routine. The generalization assessment suggested that instructions and performance feedback promoted generalization for one parent and an additional training component was needed for another parent. The third parent did not complete the generalization assessment. The results suggest verbal and written instructions and performance feedback can lead to accurate implementation of FCT during the trained routine, but additional training components may be necessary to facilitate generalization to a novel routine. |
|---|---|
| ISSN: | 0271-1214 |
| DOI: | 10.1177/0271121417740637 |
