Assessment And Improvement Of Parental Training Study

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Full Citation

Hodges, A. C., Villacorta, J., Wilder, D. A., Ertel, H., & Luong, N. (2020). Assessment and improvement of parent training: An evaluation of the Performance Diagnostic Checklist–Parent. Behavioral Development Bulletin, 25 (1), 1–16. https://doi.org/10.1037/bdb0000092

Dependent Variables

The dependent variable in this study was the accuracy of parents’ implementation of their child’s mand training program. The researchers measured the percentage of steps correctly implemented by parents during each trial using a detailed checklist. This target focused on performance rather than learning, as the parents had previously been trained to implement mand training but struggled to do so consistently. Behaviour change targets were chosen based on the results of the PDC-P, which identified specific areas where parents exhibited deficits.

Independent Variable

The independent variable was the intervention designed to address the PDC-P-identified barriers. In Experiment 1, the intervention included task clarification and visual prompts. In Experiment 2, both indicated (task clarification and visual prompts) and nonindicated (increased access to materials) interventions were evaluated. Researchers attempted to change the dependent variable by providing parents with clear instructions and visual aids to guide their implementation of mand training.

Data Collection/Reporting

Data were collected using direct observation and checklists to measure parent performance, child mand accuracy, and problem behavior. For example, researchers recorded whether parents delivered prompts correctly, provided reinforcement contingent on correct mands, and withheld reinforcement for incorrect responses. Child data included the percentage of trials with accurate, independent mands and the frequency of problem behaviors such as whining or aggression.

Interobserver Agreement (IOA)

Interobserver agreement (IOA) was critical to ensure the reliability of data collection. In Experiment 1, IOA was assessed during 58%–60% of sessions, with mean IOA ranging from 86% to 92% for parents and 90% to 100% for children. In Experiment 2, IOA was assessed for 100% of sessions, with mean IOA ranging from 94% to 98% for parents and 100% for children. Fidelity of treatment was also reported, with 100% fidelity across all sessions in both experiments.

Research Design

Experiment 1 used a nonconcurrent multiple baseline design across participants, and Experiment 2 used a concurrent multiple baseline design across participants. Experiment 2 was a continuation of Experiment 1, in which additional data were collected before the intervention and 8 weeks after the intervention.

Participants

Three parent-child dyads participated in each experiment of the study, with a total of six involved. All children were diagnosed with ASD, and they received early intensive behavioural intervention (EIBI). Parents had previously been trained to implement mand training but demonstrated inconsistent performance. Participants were chosen because they exhibited difficulties implementing mand training programs, as confirmed through PDC-P interviews.

Summarize Results

In Experiment 1, the indicated intervention (task clarification and visual prompts) significantly improved parent performance for all three participants. For one dyad, these improvements corresponded with increased child mand accuracy. However, generalization to home and community settings was limited.

In Experiment 2, parents’ performance was found to improve when indicators of intervention were used relative to when nonindicated interventions were used. Mand performance increased for two of three children during the indicated intervention phase but not during the nonindicated phase. This means scores for problem behaviour decreased with the indicated intervention phases and were low on maintenance probes.

Reflection

Social validity was reported, with all parents rating the intervention on a 5-point Likert scale. The targeted behaviours were affirming and culturally responsive, as interventions were tailored to address specific barriers identified by the PDC-P. The study has significant clinical implications, as it demonstrates the utility of the PDC-P in identifying effective interventions to improve parent training programs. By addressing these barriers, practitioners can enhance the quality of parent-implemented interventions, ultimately benefiting children with ASD.

Discussion Questions and Responses

Question 1: How does the PDC-P contribute to the customization of interventions for individual families?

The PDC-P allows researchers and practitioners to identify barriers to successful parent training, including a lack of task clarification and adequate resources. By identifying these barriers, interventions can address the specific needs of each family. For instance, if the parent is unable to comprehend the procedure steps for serving a program, the intervention may be designed to address task clarification and visual prompts. The personal approach improves the success chances, and the interventions become meaningful to the family.

Question 2: What are the potential limitations of using a multiple baseline design in this study, and how might these limitations impact the generalizability of the findings?

The multiple baseline design is a good way to show experimental control. However, it has some drawbacks. The sample size of the group (only 3 participants in each experiment) might provide limited generalizability of the results by a broader population. The sequential nature of this design will create some confounding variables since later participants in the design could learn from early phases. However, the study contributes in valuable ways to understanding the potential utility of the PDC-P in enhancing parent training programs. Future research with more varied samples would help address these issues and validate the findings.

Addendum for Second Experiments

Experiment 2 showed that the indicated intervention was better than the nonindicated intervention in increasing parent performance. The second experiment added to the study’s findings by comparing the interventions developed from different domains of the PDC-P to evaluate the effectiveness of nonindicated interventions and validate the utility of the PDC-P.

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