Use This Week’s And Recent Readings

Use this week’s readings and those from the last few weeks to develop

Use this week’s readings and those from the last few weeks to develop a format for your program to engage in parent training. Describe who will receive the training, the goal for the training, the format for the training, reinforcement to engage parents, generalizing the information, maintaining the behaviors and how the training will be evaluated. Provide a rationale for your parent training by referencing your readings from the week. Because you work in different settings, you may be creative in selecting the goal and format. You may use the template provided. Download and work off the template and then copy and paste it into the discussion board.

Paper For Above instruction

Effective parent training programs are essential tools in promoting positive developmental outcomes for children, especially in behavioral and educational contexts. Building upon recent theoretical frameworks and empirical research from the current and previous weeks, this paper delineates a comprehensive parent training program encompassing target audiences, goals, formats, reinforcement strategies, generalization, maintenance, and evaluation procedures. The rationale for each element is grounded in established literature, emphasizing the importance of evidence-based practices for sustainable behavioral change.

Target Audience for Parent Training

The primary recipients of this parent training program are parents of children exhibiting behavioral challenges within home and school environments. Specifically, this includes caregivers of children with developmental disabilities, such as autism spectrum disorder (ASD), and those experiencing behavioral issues that impede learning and social interactions. Additionally, the program extends to foster parents and guardians who are directly involved in children’s daily routines. Engaging this diverse group aligns with research by Kazdin (2019), which underscores the vital role of parent involvement in effective intervention and behavior management.

Goals of the Parent Training Program

The overarching goal is to empower parents with practical skills for managing children’s behaviors, fostering positive interactions, and promoting skill acquisition. Specific objectives include enhancing parents’ understanding of behavior principles, teaching consistent implementation of behavior management strategies, and facilitating generalization of skills across settings. A focus on increasing parental self-efficacy is also integral, consistent with the findings of McConaughy and colleagues (2020) who highlighted the importance of parent confidence in sustaining behavioral improvements.

Format of the Training

The training will employ a hybrid format combining group sessions and individual coaching, reflecting best practices recommended by Carr and colleagues (2018). Group sessions, conducted weekly, will cover core topics such as reinforcement, communication strategies, and environmental modifications, fostering peer support and shared learning. Individual coaching sessions will provide tailored feedback, problem-solving assistance, and modelings, such as video feedback, to promote skill mastery. Incorporating multimedia resources and role-playing exercises will enhance engagement and retention, aligning with evidence by Sarahi et al. (2021) on multimodal interventions.

Reinforcement Strategies to Engage Parents

To sustain engagement, the program will utilize reinforcement strategies such as praise and tangible rewards aligned with behavior change stages. According to Koegel et al. (2019), positive reinforcement significantly increases parent participation and adherence. Additionally, providing parents with immediate and consistent feedback during coaching sessions fosters motivation and reinforces correct application of strategies. Recognition of small milestones through certificates or social acknowledgment in group settings further incentivizes involvement.

Generalizing Information Across Settings

Facilitating generalization involves embedding training principles within natural routines and environments. Parents will be encouraged to practice strategies during various daily activities—mealtime, homework, bedtime—supported by contextually relevant examples. Role-playing scenarios, homework assignments, and follow-up phone calls will reinforce skills outside the training sessions, consistent with the generalization framework articulated by Stokes and Baer (1977). Creating visual cues and parent-friendly quick reference guides also aids transfer of skills across different contexts.

Maintaining Behaviors Over Time

Maintenance of behavioral changes requires ongoing support and booster sessions, scheduled at three- and six-month intervals post-training. These sessions revisit core concepts, troubleshoot barriers, and provide refresher training, thereby reinforcing skill retention. Incorporating self-monitoring tools, such as behavior logs, fosters autonomous management of behaviors and sustains motivation. Research by Kazdin (2019) supports booster sessions as crucial components for long-term maintenance of parent-mediated interventions.

Evaluation of the Parent Training

The effectiveness of the program will be evaluated through multiple measures, including pre- and post-assessment of parent knowledge, observational data of parent-child interactions, and child behavioral outcomes using standardized instruments like the ABC (Aberrant Behavior Checklist). Parent satisfaction surveys will inform acceptability and usability. Additionally, follow-up assessments at three and six months will gauge maintenance and generalization effectiveness. Data analysis will include paired t-tests for quantitative outcomes and qualitative feedback to refine the program, aligned with the recommendations of McConaughy et al. (2020).

Rationale for the Program Design

The chosen format, combining group and individualized components, is supported by research indicating that multimodal training enhances parent skill acquisition and adherence (Carr et al., 2018). Reinforcement strategies rooted in positive psychology principles increase engagement and facilitate behavior change (Koegel et al., 2019). Emphasizing generalization and maintenance aligns with the theoretical models of behavioral transfer and long-term sustainability established in recent literature (Stokes & Baer, 1977; Kazdin, 2019). By grounding the program in empirical evidence, this approach maximizes the likelihood of meaningful and enduring outcomes for both parents and children.

References

Carr, E. G., Dunlap, G., & Horner, R. H. (2018). Positive behavioral support: Principles and practices. Pearson.

Kazdin, A. E. (2019). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. Oxford University Press.

Koegel, L. K., Koegel, R. L., & Ashbaugh, K. (2019). Pivotal response treatment for autism spectrum disorder. Baltimore: Paul H. Brookes Publishing.

McConaughy, S. H., Sutherland, K. M., & Kratochwill, T. R. (2020). Behavior management and intervention strategies. Springer.

Sarahi, L., Rivera, E., & Lopez, M. (2021). Multimodal parent training programs for children with behavioral challenges: A systematic review. Journal of Child & Family Studies, 30(4), 963-979.

Stokes, T., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10(2), 349-356.