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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
FullText Text:
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  Data: Teaching Parents to Implement Functional Communication Training for Young Children with Developmental Delays
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  Data: <searchLink fieldCode="AR" term="%22Gerow%2C+Stephanie%22">Gerow, Stephanie</searchLink><br /><searchLink fieldCode="AR" term="%22Rispoli%2C+Mandy%22">Rispoli, Mandy</searchLink><br /><searchLink fieldCode="AR" term="%22Ninci%2C+Jennifer%22">Ninci, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Gregori%2C+Emily+V%2E%22">Gregori, Emily V.</searchLink><br /><searchLink fieldCode="AR" term="%22Hagan-Burke%2C+Shanna%22">Hagan-Burke, Shanna</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Topics+in+Early+Childhood+Special+Education%22"><i>Topics in Early Childhood Special Education</i></searchLink>. Aug 2018 38(2):68-81.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Generalization%22">Generalization</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+Behavioral+Assessment%22">Functional Behavioral Assessment</searchLink>
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  Data: 10.1177/0271121417740637
– Name: ISSN
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  Data: 0271-1214
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: 57
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  Data: 2018
– Name: AN
  Label: Accession Number
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  Data: EJ1185514
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        Value: 10.1177/0271121417740637
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 68
    Subjects:
      – SubjectFull: Parent Education
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Developmental Delays
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Implementation
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      – SubjectFull: Fidelity
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Verbal Communication
        Type: general
      – SubjectFull: Written Language
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Functional Behavioral Assessment
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    Titles:
      – TitleFull: Teaching Parents to Implement Functional Communication Training for Young Children with Developmental Delays
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            NameFull: Ninci, Jennifer
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            NameFull: Gregori, Emily V.
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