The Use of a Self-Directed Learning Program to Provide Introductory Training in Pivotal Response Treatment to Parents of Children With Autism

The Use of a Self-Directed Learning Program to Provide Introductory Training in Pivotal Response Treatment to Parents of Children With Autism

There is increasing demand for access to effective interventions for families who have children with autism. Self-directed learning models have been successfully used with other populations as a way to reduce the service-need discrepancy. The purpose of this study was to evaluate, through a randomiz...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2010-01, Vol.12 (1), p.23-32
Main Authors: Nefdt, Nicolette, Koegel, Robert, Singer, George, Gerber, Michael
Format: Article
Language:eng
Subjects:
Autism
Autism Spectrum Disorders
Behavior Change
Behavior modification
Children
Clinical trials
Computer Assisted Instruction
Control Groups
Independent Study
Intervention
Language Usage
Measures (Individuals)
Mental Disorders
Parent Participation
Parent School Relationship
Parents
Pretests Posttests
Program Effectiveness
Statistical Analysis
Teaching Methods
Training
Validity
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Summary:There is increasing demand for access to effective interventions for families who have children with autism. Self-directed learning models have been successfully used with other populations as a way to reduce the service-need discrepancy. The purpose of this study was to evaluate, through a randomized clinical trial, whether the use of a self-directed learning program could result in changes in behavior for parents and their children with autism. Results indicated significant differences between treatment and control groups at posttest on all of the dependent measures. Furthermore, all of the parents who completed the self-directed learning program reported high ratings of satisfaction. The data suggest the efficacy and effectiveness of a self-directed learning program to serve as an initial step toward providing intervention for parents with children with autism.
ISSN:1098-3007
1538-4772