Improving Access to Care for Challenging Behavior using a Parent-to-Parent Mentoring Approach

2015

Purpose: To decrease challenging behavior among children with Autism Spectrum Disorder (ASD) Objective: To determine the effectiveness of a model in which caregivers trained by professionals train other parents to implement Functional Communication Training (FCT) with their children at home Methodology: The study will engage families recruited from a large public agency; most live below the poverty line and are self-described African-American or Hispanic. A total of 15 parents with children between ages 3-8 with a diagnosis of ASD and documented challenging behaviors will participate in the study. At least one parent in each family will undergo FCT training, led by bilingual clinical professionals. This process includes verbal instructions, video modeling, role play with feedback, and practice with their child. These parents will then teach FCT to other parents. Once the parent-trained parents begin delivering the FCT intervention with their children, the researchers will collect data from direct observations between the parent and the child; they will then compare it to the interactions they observed prior to training. Researchers will determine the effectiveness of the program by measuring parents correct use of FCT and mentoring components, and most importantly the presence of problem behaviors in the children. Expected Outcomes: The researchers expect to see fewer problem behaviors (as determined by direct observation comparisons) from children and an increase in parents correct use of FCT. The researchers anticipate three possible models that can result from parent-to-parent training using FCT. The first is a mentoring program in which a parent who received prior training can mentor other parents. Second, a professional can contract with a parent mentor who could then provide training and support to other parents at a reduced cost. The third model would focus on school districts and government agencies. These institutions would hire professionals to train parent mentors, who would train other parents in evidence-based interventions for children with ASD. All of these models have the potential to increase access to FCT for families whose racial, cultural, and socioeconomic backgrounds have been traditionally underserved. Practical Relevance: Research has shown that FCT, even when delivered by parents, has been effective in curbing challenging behaviors (e.g. aggression and self-injury) among children with ASD. If parents trained by other parents (rather than a clinical professional) experience similar positive outcomes, it means that more children can benefit from this intervention. The caregiver Author: Greg Smith University of Mary Washington, 2015 OAR Volunteer, Summer 2014 role also becomes less burdensome (i.e. reduced stress and depression) when these behaviors are under control. These results can be especially important for those parents who live below the poverty line, speak English as a second language, or both. By working with parent mentors, clinical service providers and public agencies could potentially increase the accessibility of this program to families in rural areas, low-income areas, and other underserved communities. As a result, more children with ASD could access FCT.

Performing Research or Evaluation, Continuing Education/Community Training, Other Direct/Model Services, Demonstration Services

Education & Early Intervention, Child Care-Related Activities, Health-Related Activities

Professionals and Para-Professionals, Family Members/Caregivers, Children/Adolescents with Disabilities/SHCN

Racial or Ethnic Minorities, Specific Groups

Single-County

Federal

N/A