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| Easy, Breezy Parent Training: Procedures That Are Evidence-based, Effective, and Motivating for Parents |
| Friday, January 25, 2013 |
| 9:00 AM–12:00 PM |
| Salon E-I |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Marjorie H. Charlop, Ph.D. |
| MARJORIE H. CHARLOP (Claremont McKenna College) |
 Marjorie H. Charlop, Ph.D. has dedicated her life’s work to helping children with autism and their families. She is a professor of psychology at Claremont McKenna College and director of The Claremont Autism Center, her renowned research and treatment center for children with autism and their families. As a licensed psychologist, she also maintains a private practice and consultation services. Dr. Charlop has given hundreds of professional conference presentations and publications in the field of autism and has presented workshops and lectures around the globe. Her book, “How to Treat the Child with Autism,” has been translated into Spanish and Chinese. Recently, her book, “How to Use Incidental Teaching with Autistic Spectrum Disorders,” was released. Dr. Charlop’s clinical skills focus on treatment of communication, motivation, social skills, and behavior problems for Autistic Spectrum Disorders and related disabilities. Within an Applied Behavioral Analytical perspective, she uses Naturalistic Teaching Strategies, which includes PRT, to improve the generalization and maintenance of treatment gains. Parent Collaboration and Education is among her primary areas of practice. |
| Description: The most important people during the course of the lifetime of a child with autism are the parents. However, parent training can be grueling in the midst of everyday life, with work and family. Adding a child with autism to the mix can put parents over the top. Parent training will only be effective if all is considered. Additionally, parents need to have procedures that fit into their daily lives that are easy to implement, fun to do, and effect change fairly quickly. This workshop presents a family collaborative approach to parent training that takes into account family variables when designing parent-training programs. Easy to implement procedures that have empirical evidence will be presented which include Incidental Teaching, Natural Language Paradigm (NLP), Multiple Incidental Teaching Sessions (MITS), Time Delay, and Behavior Management for Home. Procedures presented in this workshop have adaptions to multiple age levels, varying functioning levels, and a variety of behaviors. Importantly, this workshop will include easy ways for parents to learn how to collect data on all services they are receiving to determine which programs are really working for their child. These kinds of skills will take the parents throughout the years their child will be receiving services. |
| Learning Objectives: At the conclusion of the event, the participant will be able to:
1. Know how to collaborate with parents to create a parent training program.
2. Use Incidental Teaching protocols as a procedure for parents to use.
3. Use the Natural Language Paradigm as a procedure for parents to use.
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| Activities: Workshop activities to be determined |
| Audience: Certified behavior analysts and licensed psychologists |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Parents |
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| Engaging Parents to Successfully Implement Behavioral Interventions at Home and in the Community |
| Friday, January 25, 2013 |
| 1:30 PM–4:30 PM |
| Salon E-I |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Meme Hieneman, Ph.D. |
| MEME HIENEMAN (Positive Behavior Support Applications) |
 Dr. Meme Hieneman is a consultant working with agencies that support children with serious behavioral challenges to develop evidence-based protocols, improve quality and integrity of implementation, and evaluate outcomes. She has a doctoral degree in special education and is a certified behavior analyst. Dr. Hieneman has dedicated her 25-year career to making community-based, family-friendly applications of applied behavior analysis work for children with severe behavioral challenges in their homes, schools, and the community. She has authored three books, written numerous articles and chapters, and delivered hundreds of presentations. She has worked as a group home manager, behavior specialist for a school district, staff member for the Center for Autism and Related Disabilities, and faculty member teaching courses in behavior management. She was the first director of Florida’s Positive Behavior Support Project and served as co-training coordinator for the National Research and Training Center on the Positive Behavior Support Project. Dr. Hieneman has conducted research on factors affecting behavioral intervention in complex community settings and directed a 5-year study with Dr. Mark Durand combining cognitive-behavioral intervention to overcome barriers to parent education in PBS. She also established the Applied Behavior Analysis Services program at All Children’s Hospital in St. Petersburg, FL. |
| Description: Parents have the most significant and consistent presence in their children’s lives and therefore the potential to make the greatest impact on their children’s behavior. Behavioral parent training has been used to transfer skills, enabling parents to teach and manage their children’s behavior more effectively (Shaeffer, Kotchich, Dorsey, & Forehand, 2001; Maughan, Christiansen, Jensen, Olympia, & Clark, 2005). Unfortunately, attrition from these programs is commonly high, e.g., 40-60% (Kazdin, 1996) and failure to follow through is a common complaint. Recent investigations have begun to examine why particular parents and direct service providers may use behavioral support strategies more consistently and successfully (Hieneman & Dunlap, 2000/2001). These studies have examined not only structural and environmental factors (e.g., Moes & Frea 2002), but also attitudinal and motivational issues that affect treatment outcomes (e.g., Durand & Hieneman, in press). Recent parent education practices reflect these developments. |
| Learning Objectives: The purpose of this workshop is to orient participants to factors that may affect parental participation in behavioral intervention and explore different “functions” of parental resistance and cooperation. Using this information, the presenter will share strategies to improve follow-through and overcome common obstacles to implementation. |
| Activities: During the workshop, case studies and videotaped vignettes will be used as illustrations. |
| Audience: Certified behavior analysts and licensced psychologists |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Parents |