Date of Award
8-2014
Culminating Project Type
Thesis
Degree Name
Applied Behavior Analysis: M.S.
Department
Community Psychology, Counseling and Family Therapy
College
School of Health and Human Services
First Advisor
Kimberly Schulze
Third Advisor
Amy Hebert
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Keywords and Subject Headings
autism, functional skills, parent mediated, behavior consultation
Abstract
This study adds to the literature on successful parent mediated behavioural intervention using a manual plus brief consultative model to assess outcomes for parent competency and child skill acquisition. Parent participants of young children with autism spectrum disorder, were asked to choose three functional skills to teach their child. A multiple baseline design across a set of behaviours was used to analyze no intervention, parent manual only, and parent manual plus brief behavioural consultation and their relationship with parent competency and child skill acquisition. Following baseline, parents were introduced to an instructional manual on the implementation of ABA teaching strategies. Behavioural consultation was provided in two home visits for a total of 3 hours and two follow-up maintenance visits were completed 2 weeks after home consultation.
Parent 1 demonstrated improvement in the overall mean score for competency at each phase, with scores maintained at follow up near 80%. For Parent 2, a steady increase in mean competency scores was observed from baseline to manual plus consultation. This increase was maintained at follow up with a mean score of 90%. Baseline results for child one show a high mean rate of errors and a low rate of correct and prompted trials. Following the introduction of the manual and manual plus consultation phases, correct and prompted responses increased and errors decreased to near zero for two skills, while the control skill responses remained variable. The results for Child 2 across phases show an increasing trend in correct responses, fewer errors and greater use of parent prompts. In the manual plus consultation phase, one skill achieved 100% correct, and a second skill was near errorless. The control skill showed stable improvement but below the level of the other two.
Recommended Citation
Mason, Brian K., "Parent Mediated Instruction of Functional Skills for Children with Autism" (2014). Culminating Projects in Community Psychology, Counseling and Family Therapy. 106.
https://repository.stcloudstate.edu/cpcf_etds/106
