Effects of Coaching on the Implementation of Functional Assessment-Based Parent Intervention in Reducing Challenging Behaviors

Autor/inn/en	Fettig, Angel; Schultz, Tia R.; Sreckovic, Melissa A.
Titel	Effects of Coaching on the Implementation of Functional Assessment-Based Parent Intervention in Reducing Challenging Behaviors
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 3, S.170-180 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300714564164
Schlagwörter	Coaching (Performance); Intervention; Parent Participation; Behavior Problems; Behavior Modification; Young Children; Training; Program Effectiveness; Child Behavior; Check Lists; Interaction; Parent Child Relationship; Parent Education; Cooperation; Observation; Coding; Positive Reinforcement; Program Implementation; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Elternmitwirkung; Behaviour modification; Verhaltensänderung; Frühe Kindheit; Ausbildung; Checkliste; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Co-operation; Kooperation; Beobachtung; Codierung; Programmierung
Abstract	This study examined the effects of coaching on the implementation of functional assessment--based parent intervention in reducing children's challenging behaviors. A multiple baseline across participants design was used with three parent-child dyads with children between the ages of 2 and 5 years. The intervention consisted of training and delayed coaching to examine the effects of coaching following the training session. Results document that when coaching was provided, parents were able to implement the function-based strategies consistently at a high level, which resulted in the reduction of children's challenging behaviors. Contributions to the literature, implications, and future directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01