Coaching Parents to Implement Trial-Based Functional Analysis via Telehealth
Sažetak
Uvod: Procedura funkcionalne analize zasnovane na ispitivanju koju sprovode roditelji ima potencijal za određivanje svrhe problematičnog ponašanja. Strategija telezdravstva može biti jeftinija, oduzima manje vremena i pruža većem broju porodica pristup tretmanima. Kao rezultat toga je dobra alternativa za porodice jer loš pristup resursima i znanju može pogoršati problematično ponašanje. Cilj: Svrha ove studije bila je da se proceni sposobnost majki da sprovedu funkcionalnu analizu zasnovanu na ispitivanju kod kuće, uz obuku i koučing putem telezdravstva. Metode: U istraživanju su učestvovale tri majke starosti između 32 i 54 godine i njihova deca između 18 i 26 godina. Studija je koristila višestruki osnovni dizajn za različita ponašanja kako bi ispitala efikasnost treninga veština ponašanja i podučavanja putem telezdravstva o tačnoj upotrebi uslova funkcionalne analize zasnovane na ispitivanju od strane majki dece sa smetnjama u razvoju. Rezultati: Rezultati su pokazali da su majke učesnice sprovele svaki uslov funkcionalne analize zasnovane na ispitivanju sa 100% tačnošću. Štaviše, majke su imale pozitivna mišljenja o studiji. Zaključak: U zaključku, ova studija je pružila podršku uključivanju roditelja u procenu njihove dece sa smetnjama u razvoju.
Reference
Alberto P. A., & Troutman A. C. (2013). Applied behavior analysis for teachers (9th ed.). Pearson.
American Association on Intellectual and Developmental Disabilties. (2020). Frequently asked questions on intellectual disability. https://www.aaidd.org/intellectual-disability/definition/ faqs-on-intellectual-disability
Axe, J. B., Murphy, C. M., & Heward, W. L. (2022). Functional communication training and most-to-least prompting as treatments for problem behavior. Clinical Case Studies, 21(1), 48-60. https://doi.org/10.1177/15346501211030208
Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment, 2(2), 229 – 241.
Bloom, S. E., Iwata, B. A., Fritz, J. N., Roscoe, E. M., & Carreau, A. (2011). Classroom application of a trial-based functional analysis. Journal of Applied BehaviorAnalysis, 44(1), 19–31. https://doi.org/10.1901/jaba.2011.44-1
Bloom, S. E., Lambert, J. M., Dayton, E., & Samaha, A. L. (2013). Teacher-conducted trial-based functional analysis as the basis for intervention. Journal of Applied Behavior Analysis, 46(1), 208–218. https://doi.org/10.1002/jaba.21
Carnett, A., Hansen, S., Tullis, C., & Machalicek, W. (2021). Using behavioural skills training via telehealth to increase teachers use of communication interventions and increase student use of speech‐generating devices in a high school functional skills classroom. Journal of Intellectual Disability Research, 65(2), 133-148. https://doi.org/10.1111/jir.12794
Davis, T. N., Gerow, S., Wicker, M., Cosottile, D., Exline, E., Swensson, R., & Lively, P. (2022). Utilizing Telehealth to Coach Parents to Implement Trial-Based Functional Analysis and Treatment. Journal of Behavioral Education, 1-23. https://doi.org/10.1007/s10864-022-09468-3
Emerson, E., Kiernan, C., Alborz, A., Reeves, D., Mason, H., Swarbrick, R., & Hatton, C. (2001). The prevalence of challenging behaviors: A total population study. Research in Developmental Disabilities, 22(1), 77–93. https://doi.org/10.1016/S0891-4222(00)00061-5
Flynn, S. D., & Lo, Y. Y. (2016). Teacher implementation of trial-based functional analysis and differential reinforcement of alternative behavior for students with challenging behavior. Journal of Behavioral Education, 25(1), 1-31. https://doi.org/10.1007/s10864-015-9231-2
Gerow, S., Rispoli, M., Gregori, E., & Sanchez, L. (2019). Parent-implemented trial-based functional analysis for young children with ASD. Focus on Autism and Other Developmental Disabilities, 34(1), 29-40. https://doi.org/10.1177/1088357618755695
Gresham, F. M., Watson, T. S., & Skinner, C. H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30(2), 156–172. https://doi.org/10.1080/02796015.2001.12086106
Haspel, M., & Hollo, A. (2021). Effects of Classroom-Based Training in Teacher-Led Trial-Based Functional Analysis. Education and Treatment of Children, 44(1), 49-54. https://doi.org/10.1007/s43494-020-00033-z
Kiyak, U. E., & Tekin‐Iftar, E. (2022). General education teacher preparation in core academic content teaching for students with developmental disabilities. Behavioral Interventions, 37(2), 363 - 382. https://doi.org/10.1002/bin.1847
Lambert, J. M., Bloom, S. E., & Irvin, J. (2012). Trial-based functional analysis and functional communication training in an early childhood setting. Journal of Applied Behavior Analysis, 45(3), 579–584. https://doi.org/10.1901/jaba.2012.45-579
Lambert, J. M., Bloom, S. E., Kunnavatana, S. S., Collins, S. D., & Clay, C. J. (2013). Training residential staff to conduct trial-based functional analyses. Journal of Applied Behavior Analysis, 46(1), 296–300. https://doi.org/10.1002/jaba.17
LaRue, R. H., Lenard, K., Weiss, M. J., Bamond, M., Palmieri, M., & Kelley, M. E. (2010). Comparison of traditional and trial-based methodologies for conducting functional analyses. Research in Developmental Disabilities, 31(2), 480-487. https://doi.org/10.1016/j.ridd.2009.10.020
Lejeune, L. M., Lambert, J. M., Lemons, C. J., Mottern, R. E., & Wisniewski, B. T. (2019). Teacher-conducted trial-based functional analysis and treatment of multiply controlled challenging behavior. Behavior Analysis: Research and Practice, 19(3), 241–246. https://doi.org/10.1037/bar0000128
Lerman, D. C., O’Brien, M. J., Neely, L., Call, N. A., Tsami, L., Schieltz, K. M., Berg, W. K., Graber, J., Huang, P. Kopelman, T. & Cooper-Brown, L. J. (2020). Remote coaching of caregivers via telehealth: Challenges and potential solutions. Journal of Behavioral Education, 29(2), 195-221. https://doi.org/10.1007/s10864-020-09378-2
Lindgren, S., Wacker, D., Suess, A., Schieltz, K., Pelzel, K., Kopelman, T., & Waldron, D. (2016). Telehealth and autism: Treating challenging behavior at lower cost. Pediatrics, 137(2), 167-175. https://doi.org/10.1542/peds.2015-2851O
Lundqvist, L. O. (2013). Prevalence and risk markers of behavior problems among adults with intellectual disabilities: A total population study in Örebro County, Sweden. Research in developmental disabilities, 34(4), 1346-1356. https://doi.org/10.1016/j.ridd.2013.01.010
McClintock, K., Hall, S., & Oliver, C. (2003). Risk markers associated with challenging behaviours in people with intellectual disabilities: A meta-analytic study. Journal of Intellectual Disability Research, 47(6), 405–416. https:// doi.org/10.1046/j.1365-2788.2003. 00517.x
Nickelson, D. W. (1998). Telehealth and the evolving health care system: Strategic opportunities for professional psychology. Professional Psychology: Research and Practice, 29(6), 527-535. https://doi.org/10.1037/0735-7028.29.6.527
Prykanowski, D. A. (2018). An examination of trial-based functional analysis with intervention in the home for young children with or at risk for autism spectrum disorders. [Doctoral Dissertation, University of Florida].Proquest. https://ufdc.ufl.edu/UFE0052501/00001/pdf
Rispoli, M. J., Davis, H. S., Goodwyn, F. D., & Camargo, S. (2013). The use of trial-based functional analysis in public school classrooms for two students with developmental disabilities. Journal of Positive Behavior Interventions, 15(3), 180 – 189. https://doi.org/10.1177/1098300712457420
Rispoli, M., Neely, L., Healy, O., & Gregori, E. (2016). Training public school special educators to implement two functional analysis models. Journal of Behavioral Education, 25(3), 249-274. https://doi.org/10.1007/s10864-016-9247-2
Rispoli, M., Ninci, J., Neely, L., & Zaini, S. (2014). A systematic review of trial-based functional analysis of challenging behavior. Journal of Developmental and Physical Disabilities, 26(3), 271 - 283. https://doi.org/10.1007/s10882-013-9363-z
Saini, V., Fisher, W. W., Retzlaff, B. J., & Keevy, M. (2020). Efficiency in functional analysis of problem behavior: A quantitative and qualitative review. Journal of Applied Behavior Analysis, 53(1), 44 - 66. https://doi.org/10.1002/jaba.583
Saral, D., & Olcay, S. (2021). Telehealth for families of children with special needs: experts’ opinions. Turkish Online Journal of Distance Education, 22(4), 130-146. https://doi.org/10.17718/tojde.1002803
Sigafoos, J., & Saggers, E. (1995). A discrete-trial approach to the functional analysis of aggressive behaviour in two boys with autism. Australia and New Zealand Journal of Developmental Disabilities, 20(4), 287-297. https://doi.org/10.1080/07263869500035621
Standish, C. M., Lambert, J. M., Copeland, B. A., Bailey, K. M., Banerjee, I., & Lamers, M. E. (2021). Partially automated training for implementing, summarizing, and interpreting trial-based functional analyses. Journal of Behavioral Education, 1-22. https://doi.org/10.1007/s10864-021-09456-z
Steinbrenner., R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
Suess, A. N., Romani, P. W., Wacker, D. P., Dyson, S. M., Kuhle, J. L., Lee, J. F., Scott, D. L., Kopelman T. G., Pelzel, K.E., & Waldron, D. B. (2014). Evaluating the treatment fidelity of parents who conduct in-home functional communication training with coaching via telehealth. Journal of Behavioral Education, 23(1), 34-59. https://doi.org/10.1007/s10864-013-9183-3
Talbott, M. R., Dufek, S., Young, G., & Rogers, S. J. (2022). Leveraging telehealth to evaluate infants with prodromal autism spectrum disorder characteristics using the telehealth evaluation of development for infants. Autism, 26(5), 1242-1254. https://doi.org/10.1177/13623613211045596
Tekin-Iftar, E., Collins, B. C., Spooner, F., & Olcay-Gul, S. (2017). Coaching teachers to use a simultaneous prompting procedure to teach core content to students with autism. Teacher Education and Special Education, 40(3), 225-245. https://doi.org/10.1177/0888406417703751
Tekin-Iftar E., Kırcaali-Iftar G. (2013). Özel eğitimde yanlışsız öğretim yöntemleri [Errorless teaching methods in special education] (2nd ed.). Vize Press.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23. https://doi.org/10.1007/BF03391716
Tunc-Paftali, A., & Tekin-Iftar, E. (2021). E-coaching preschool teachers to use simultaneous prompting to teach children with autism spectrum disorder. Teacher Education and Special Education, 44(3), 255 – 273. https://doi.org/10.1177/0888406420925014
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fleury, V. P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45(7), 1951-1966. https://doi.org/10.1007/s10803-014-2351-z
Sva prava zadržana (c) 2024 Specijalna edukacija i rehabilitacija
Ovaj rad je pod Creative Commons Autorstvo-Deli pod istim uslovima 4.0 međunarodnom licencom.