Skill acquisition in parents with an intellectual disability : the effectiveness of in-home behavioural parent training

Mildon, R 2008, Skill acquisition in parents with an intellectual disability : the effectiveness of in-home behavioural parent training, Doctor of Philosophy (PhD), Health Sciences, RMIT University.


Document type: Thesis
Collection: Theses

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Title Skill acquisition in parents with an intellectual disability : the effectiveness of in-home behavioural parent training
Author(s) Mildon, R
Year 2008
Abstract Little research has been conducted focusing on parent training strategies aimed at teaching parents with an intellectual disability to implement strategies to decrease their child's problem behaviour and increase appropriate behaviours. This study aimed to do two things. First, to examine the effectiveness of an enhanced assessment-based BPT intervention that was implemented by parents with an intellectual disability with children with problem behaviour. Second, the current study also aimed to test the effectiveness of the parent training package used to teach parents to implement the intervention strategies. Importantly, in an attempt to identify the training condition, or combination of conditions, most needed to achieve behaviour change, individual conditions of a multi-condition parent training package were additively introduced during parent training based on the degree of intrusiveness in the target routine combined with the amount of structure required by the teaching strategy. Five parents were taught to implement a functional assessment driven intervention plan aimed at increasing their child's appropriate behaviour and decreasing their problem behaviour during a valued family routine. In order to establish the combination of parent training strategies that were sufficient to teach parents to effectively implement the intervention plan, a series of parent training strategies were introduced in a planned way. The strategies included role-play, verbal instruction, verbal instruction plus feedback, coaching and video-feedback. Results showed that for all parents skill acquisition did not occur until the final phase, video-feedback. Successful implementation of the intervention resulted in a corresponding increase in child appropriate behaviour and decrease in child problem behaviour. In addition to that, parents rated the social validity and contextual fit of the inte rvention highly.
Degree Doctor of Philosophy (PhD)
Institution RMIT University
School, Department or Centre Health Sciences
Keyword(s) Parenting -- Evaluation
Parents with mental disabilities
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