A Case for Tech-Based Parent Training
This is an exciting time for behavior analysts when considering the scope of digital platforms designed to support clinical work in the Autism and IDD service space. The options for practice and clinical management are impressive and benefit providers, patients, and their families. However, digital platforms designed to support
Research Support for Parent Training
Barriers to Parent Training
Appointment cancelations on both the parent and provider side Lack of staff competency & support in providing parent training An absence of systematic and comprehensive rubric s for what should be covered in parent training
Leveraging Digital Platforms for Parent Training
Here are some ways in which digital ABA platforms can support parent training:
- Online training lessons: Digital ABA platforms can offer online training lessons that provide parents with knowledge and skills related to ABA and how that relates to their activities as parents. When these lessons are delivered in relatively short step
- by - step modules with embedded practice opportunities and “homework” , more structure can be afforded to parent training sessions with a provider. Further, data can be collected by the provider to supplement reporting requirements.
- Customizable interventions: A prepopulated library with expertly developed content is a great starting place and for many
, may be just the starting place to start delivering parent training an organization can be confident in. However, having the added benefit of individualizing this content to meet the demands of discerning parents and providers makes this offering even more amenable to the preferences of individual providers.
- Data-driven feedback: Beyond just parent training, digital ABA platforms can provide parents with data-driven feedback on their efforts across content areas. The feedback can be based on the data collected from the child's behavior, and it can be delivered in real-time. The feedback can help parents monitor their child's progress and adjust their interventions accordingly. The feedback can also be used to motivate parents and reinforce positive behaviors.
- Connected to support: Digital ABA platforms can offer a community of support for parents and providers. When a specific lesson or content area is not landing
, the content can be adjusted with updates. Further, an opportunity for program evaluation is presented which can support further research efforts to ensure our best practices continue to refine. No longer do we need to wait for considerable amounts of time for updated editions from authors and publishers. Digital platforms can refine content quickly to meet the needs of parents & providers while also ensuring content evolves with up-to-date research and best practices.
- Remote consultation: Digital ABA platforms can provide remote consultation services to parents. The consultation can be provided by ABA professionals who can offer guidance and advice to parents on how to support their child's behavior. The consultation can be delivered through video conferencing or messaging platforms, making it convenient for parents to access.
Enhanced Parent Training with CR Care Coordinator
CR Care Coordinator offers ABA providers a digital platform to enhance their caregiver training service offerings. Accelerate learner progress and support the whole family with on-the-go, self-paced training individualized to each family’s needs.
Timothy Fuller, Ph.D., BCBA-D
CentralReach, Instructional Designer
Timothy Fuller, Ph.D., BCBA-D is an Instructional Designer at CentralReach. Dr. Fuller brings his balanced experience and expertise in the theoretical, experimental, and applied aspects of behavioral science to CentralReach. Dr. Fuller’s applied experience started with Early Intensive Behavioral Intervention (EIBI), where he worked with children with autism in an in-home ABA program. He expanded his applied experience to include Precision Teaching and parent, teacher, and staff training. Dr. Fuller also brings his expertise in contextual behavior science to CentralReach in an effort to support fellow scientist-practitioners in providing the very best of behavior analysis to those they serve.
He earned his B.A., MA., and Ph.D., at the University of Nevada, Reno. Dr. Fuller’s experimental work has primarily focused on derived relational responding and the role that context plays in human behavior. His theoretical foundations are rooted in a naturalistic, interbehavioral account of behavior
References
Allen, K., Harrington, J., Quetsch, L., Masse, J., Cooke, C., & Paulson, J. (2023). Parent–Child Interaction Therapy for Children with Disruptive Behaviors and Autism: A Randomized Clinical Trial. Journal of Autism and Developmental Disorders, 53(1), 390-404.
Yi, Z., & Dixon, M. (2020). Developing and Enhancing Adherence to a Telehealth ABA Parent Training Curriculum for Caregivers of Children with Autism. Behavior Analysis in Practice, 14(1), 58-74.
Masse, J. J., McNeil, C. B., Wagner, S. and Quetsch, L. B. (2016). Examining the efficacy of parent-child interaction therapy with children on the autism spectrum. Journal of Child and Family Studies, 25, 2508-2525.