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+Errorless Compliance Training and the Play Your Way to Compliance program
PRESENTED BY LINDA PHOSALY HOLLY MAJSZAK
Superheroes social skills training, Rethink Autism internet interventions, parent training, EBP classroom training, functional behavior assessment: An autism spectrum disorder, evidence based practice
(EBP training track for school psychologists
US Office of Education Personnel Preparation Grant H32512306
Principal Investigators: William R. Jenson, Ph.D. and Elaine Clark, Ph.D.
Grant Director: Julia Hood, Ph.D.
+Autism on the Rise
+The Big Idea
+Keystone Behaviors
“Target behavior that is foundational to a range and related to other responses such that, when modified, can have substantial positive influence on those other responses.”
“Targeting specific behaviors for modification can lead to positive changes that were never targeted.”
Keystone Behaviors
n Compliance n Social Skills n On-Task Skills n Communication Skills
Ducharme & Shecter, 2011 Forehand & McMahon, 1981 McMahon & Forehand, 2003
Cost $13.92 $34.20- 65.83 $3000- $4000 $895 - $1395 $24.78 $33.20 Not Available $14.95
Living with Children
Helping the Noncompliant
Child
Parent Child Interaction
Therapy Incredible Years Defiant Child
Parent Management
Training
Positive Parenting Program
The Tough Kid Parent Book
Skills Commonly Taught
Living with Children
Helping the Noncompliant
Child
Parent Child Interaction
Therapy
Incredible Years Defiant Child
Parent Management
Training
The Tough Kid Parent Book
Point Chart
Incentive Program
Praise
Attending
Response Cost
Time-Out
Planned Ignoring
Living with Children
Helping the Noncompliant
Child
Parent Child Interaction
Therapy
Incredible Years Defiant Child
Parent Management
Training
The Tough Kid Parent Book
+Evidence Based Practices
+Generalization
n “Stickiness” targets skill generalization (Gladwell, 2001) n Appealing
n Creative
n Repetitive
n SUCCES (Heath and Heath, 2009) n Simple, unexpected, credentialed, emotional story
n Concrete
+Modeling
n Video vignettes are produced which consist of recordings of a student’s peers appropriately displaying a targeted behavior. n Just as effective as self-modeling (Clare, 1992)
n Just as effective as live models (Wang et al., 2011)
n Effective across all age groups (Mason et al., 2012)
+Behavior Momentum
n Antecedent based strategy: “High probability command sequence” (Mace et al, 1988)
n Targets noncompliant behaviors (Davis et al, 1992) n Compliance rates increased
n Behaviors generalized to other adults
+Errorless Learning
n Set of prompting and fading procedures
n Designed to reduce errors and increase discrimination abilities (Terrace,1963)
+Errorless Compliance Training
n Ducharme: Errorless Compliance Training (1993) n System uses hierarchy
n Level 1 to Level 4 compliance probability rates
n Significant increases in compliance rates across behaviors and settings
n Adaptive Skills
n Communication Skills
n Play Skills
n Social Skills
+
136
Appendix G
Compliance Probability Questionnaire Child’s name: _________________ Date: _________________ Completed by: _________________ Relationship: ________________ Listed below are a series of requests you may present to your child in a given day. What is the likelihood that your child will comply with the stated requests if the request is stated only once? Please check (√) the appropriate box beside each command.
Almost always
(76-100%)
Usually
(51-75%)
Occasionally
(26-50%)
Rarely
(0-25%)
Skill not learned
D R E S S I N G
Get your (article of clothing) from the drawer/closet.
Put on your (article of clothing).
Hang up your (article of clothing).
Take off your (article of clothing)
Fold your (article of clothing)
H Y G I E N E
Wash your hands. Wash your face. Flush the toilet. Dry your hands. Dry your face. Go to the bathroom. Brush your teeth. Brush/comb your hair.
demonstrated the greatest divergence from pretreatment levels. Overallmean compliance for Level 4 requests was 80%, a mean increase of 54 per-centage points over baseline levels. These results indicate that complianceto parental requests that had previously posed significant problems toparents was substantially improved during treatment.
338 Behavior Modification
0
20
40
60
80
100
0
20
40
60
80
100Parent
Observer
0
20
40
60
80
100
1 6 11 16 21 26 31 36 41 46 51 56 61 66 71 76 81Session
Phase 1Baseline Phase 2Trans 1 Trans 2 Phase 3 Trans 3 Phase 4 FollowUp
PE
RC
EN
TAG
E O
F C
OM
PLI
AN
CE
Child 1
Child 2b
Child 2a
Figure 1Child Compliance Across Baseline and All Treatment Phases
Note: Graphed baseline data represent compliance to Level 4 requests. Each treatment pointrepresents child compliance to requests targeted in that specific level. Shaded areas correspondto the mean pretreatment compliance to requests for the probability level being trained in thatphase. Data collected by both parents and observers are included.
at UNIV OF UTAH SALT LAKE CITY on April 24, 2014bmo.sagepub.comDownloaded from
Ducharme et al. / Errorless Compliance Training 339
PERC
ENTA
GE O
F CO
MPL
IANC
E
Baseline Posttreatment
Child 2a
0
20
40
60
80
100
Level 3 requests Level 4 requests
Child 1
0
20
40
60
80
100
Level 3 requests Level 4 requests
Child 2b
0
20
40
60
80
100
Level 3 requests Level 4 requests
Figure 2Compliance to Level 3 and Level 4 Generalization Requests Before
and After Treatment for Each Child
at UNIV OF UTAH SALT LAKE CITY on April 24, 2014bmo.sagepub.comDownloaded from
+Errorless Compliance Training: Troubleshooting
n In the event a child has few requests he/she can regularly comply with an adjustment can be made (Ducharme et al., 2010). n For a highly noncompliant child
n Level 1: 56-75%
n Level 2: 41-55%
n Level 3: 21%-40%
n Level 4: 0-20%
CD OF REPRODUCIBLE
MATERIALS :LOOLDP�5��-HQVRQ��3K�'�:LOOLDP�5��-HQVRQ��3K�'�/LQGD�3KRVDO\��0�(G��%&%$/LQGD�3KRVDO\��0�(G��%&%$+ROO\�0DMV]DN��0�(G+ROO\�0DMV]DN��0�(G
+PLAY YOUR WAY TO COMPLIANCE
n Instructional Manual
n Compliance Probability Checklist
n Reinforcement Checklist
n Progress Monitoring Data Sheets
n Adult Peer Modeling Videos
n Child Peer Modeling Videos
n Fasthands Animation Video
n Scooter Says Jingle and Game
Play Your Way to Compliance is a parent training package which can be implemented by an adult working with a child who demonstrates high rates of noncompliant behaviors. COMPONENTS
+Compliance
Overt child initiation to a parent request within 5 seconds of the instruction being presented and completion of the request.
n Frequency of behaviors
n Percent Compliance
• Will be calculated by dividing the number of times the child complied by the total number of instructions and multiplying by 100
+Almost Always
(76 - 100%)Usually
(51 - 75%)Occassionally
(26 - 50%)Rarely
(0 - 25%)Skill Not Learned
Skill Not Important
PLAY Get your (toy)Play with you (toy)Pick a game/activityCome hereCome sit downSit next to mePlay with meMy turnWait your turnTake your turnGive me the (item)Find the (item)Show me the (item)Touch the (item)Pick up the (item)Put the (item) downThrow me the ballCatch the ballKick the ballPut the shapes in the sorterString the beadsStack the blocksBuild a towerBuild the tracksPush the trainPush the carPut a piece in the puzzleDraw a pictureColor the pictureTurn on the musicDance with meSing with meJump up and downTurn around
COMPLIANCE PROBABILITY CHECKLIST
CHILD NAME:
ASSESSOR:
+No Value Small Value Some Value Good Value Great Value
CANDIESBlow-Pop LollipopBoston Baked BeansBottle CapsCandy ButtonsCandy CaneCandy CornChewing GumDotsDum Dum LollipopGobstoppersGood & Plenty LicoriceGummy BearsGummy WormsGushersHot TamalesJawbreakersJelly BeansLemon HeadsLicoriceLife SaversMambaMentosMike & IkesNerdsNow and LaterPeppermind Hard CandyPez CandyPixie StixPop RocksRed HotsRuntsSkittlesSmartiesSour Patch KidsSour Patch Straws
REINFORCER CHECKLIST
CHILD NAM
E: ASSESSOR:
+Summary of the Request Hierarchy
1.2.
3.4.
5.6.
7.8.
GREEN
YELLOW
1.2.
3.4.
5.6.
7.8.
1.2.
3.4.
5.6.
7.8.
1.
2.
3.4.
5.6.
7.8.
RED
ORANGE
SUMMARY OF REQUESTS
����
&203/,$1&(�'$7$�6+((7&203/,$1&(�'$7$�6+((7
Session Date: 75,$/6����RU����
,16758&7,21 1 2 3 4 51
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
TOTAL = ________ ÷ ________ x 100 Total + Total # of Requests
%DVHOLQH%DVHOLQH
+Compliance Training
+Behavior Strategies
n Precision Request Sequence
n Reinforcement
n Planned Ignoring
+
7R\�%R[�(VVHQWLDOV
I - Immediate. Provide reinforcement
immediately after the desired behavior.
F - Frequent. Provide reinforcement
frequently and consistently.
E - Enthusiasm. Show enthusiasm and excitement when delivering
reinforcement.
E - Eye contact. Make eye contact with your child when delivering
reinforcement.
D - Describe. Describe the specific
behavior you are reinforcing.
A - Anticipation. Build anticipation for the reward and get your child excited
to earn it.
V - Variety. Vary the reinforcements to
keep anticipation and motivation high.
,)(('�$9
+
7R\�%R[�(VVHQWLDOV
I - Immediate. Provide reinforcement
immediately after the desired behavior.
F - Frequent. Provide reinforcement
frequently and consistently.
E - Enthusiasm. Show enthusiasm and excitement when delivering
reinforcement.
E - Eye contact. Make eye contact with your child when delivering
reinforcement.
D - Describe. Describe the specific
behavior you are reinforcing.
A - Anticipation. Build anticipation for the reward and get your child excited
to earn it.
V - Variety. Vary the reinforcements to
keep anticipation and motivation high.
,)(('�$9
+
7R\�%R[�(VVHQWLDOV
1. Break Eye Contact. Turn your head, turn around or leave the room, if necessary.
2. Show no emotion. Use stony silence.
3. Ignore by engaging in another ac-tivity or paying attention to some-thing or someone else. Finding other activities or places in the house will be helpful when using extinction procedures. Find household chores that need to be complet-ed, for example vacuuming, close yourself in the bathroom or do a preferred activity like reading or listening to music.
4. Do not give in. Expect the behavior to worsen before it gets better. If you give in, your child might learn that when he acts bad enough and for long enough, you will relent.
5. Beware of bootleg reinforecment. If the response you are ignoring is not decreasing, others might be maintaining it. There may be sympathetic family members or friends that might give in when the child is dis-playing inappropriate behaviors. Ask them to support your ignoring behavior, and let them know you appreciate their support.
6. Resist the urge to nag. For most children, nagging will actually strengthen the undesirable behavior. This goes back to using stony silence.
3/$11('�,*125,1*
+Compliance Training
n Adult Peer Modeling Videos
n Child Peer Modeling Videos
������
PREP
�� 5HYLHZ�WKH�VWHSV�WR�SUHFLVLRQ�UHTXHVWV��GHOLYHULQJ�SRVLWLYH�UHLQ�IRUFHPHQW��DQG�XVLQJ�SODQQHG�LJQRULQJ
�� :DWFK�DGXOW�SHHU�PRGHOLQJ�YLGHRV�� 7UDQVIHU�VHW�RI�JUHHQ�UHTXHVWV�IURP�WKH�VXPPDU\�SDJH�WR�WKH�FRPSOLDQFH�GDWD�VKHHW�
COMPLIANCE COMPLIANCE SESSION 1SESSION 1
INTRODUCE THE SKILL
�� /HW�WKH�FKLOG�NQRZ�WKDW�\RX�ZLOO�VRRQ�EH�SOD\LQJ�WKH�僧6FRRWHU�6D\V僨�JDPH�WR�SUDFWLFH�IROORZLQJ�GLUHFWLRQV
�� ([SODLQ�WKH�UDWLRQDOH�6D\��“If you follow directions quickly, you will make someone happy and learn new things faster.”
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6,1*�僧6&227(5�6$<6僨�-,1*/(� � � � ��PLQ��6LQJ�WKH�僧6FRRWHU�6D\V僨�MLQJOH�ZLWK�\RXU�FKLOG
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([DPSOHV��• “Quack like a duck!”• “Touch your belly!”• “March like a soldier!”• “Jump up and down!”
������
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6D\�FKLOG僦V�QDPH�DQG�僧SOHDVH僨�UHTXHVW3URYLGH�UHLQIRUFHPHQW�RU��LJQRUH�EHKDYLRU�DQG�GHOLYHU�D�僧QHHG僨�UHTXHVW
�� ,I�FKLOG�GRHV�QRW�UHVSRQG��LJQRUH�LQDSSURSULDWH�EHKDYLRUV�� ,I�FKLOG�UHVSRQGV��SURYLGH�YHUEDO�SUDLVH�VWDWHPHQW�DQG�HGLEOH�UHLQIRUFHU
�� 5HSHDW�DGGLWLRQDO�JUHHQ�UHTXHVWV��� 5HSHDW�HDFK�UHTXHVW�LQ�D�GLDz�HUHQW�RUGHU�XQWLO�HDFK�UHTXHVW�KDV�EHHQ�GHOLYHUHG�WKUHH�WLPHV
�� 0DUN���LI�FKLOG�FRPSOLHV�RU���LI�FKLOG�GRHV�QRW�FRPSO\�WR�HDFK�JUHHQ�UHTXHVW�RQ�WKH�&RPSOLDQFH�'DWD�6KHHW
:5$3�83� � � � � � � � � ������PLQ��� /HW�WKH�FKLOG�NQRZ�WKDW�WKH�JDPH�LV�DOO�GRQH�DQG�SURYLGH�SUDLVH�IRU�SOD\LQJ�ZLWK�\RX6D\��“Thanks for playing Scooter Says with me and following directions! Let’s play again another day!”
REPEAT OR CONTINUE� �� ,I�FKLOG�FRPSOLHG�OHVV�WKDQ�����RI�WKH�WLPH��UHSHDW�
&RPSOLDQFH�6HVVLRQ������ ,I�FKLOG�FRPSOLHG�IRU�����RI�WKH�WLPH��UHSHDW�&RPSOLDQFH�6HVVLRQ���XQWLO�FKLOG�FRPSOLHV�IRU�DW�OHDVW�����RI�WKH�WLPH�IRU���VHVVLRQV�LQ�D�URZ�
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2
3
4
5
6
7
8
Total = ________ ÷ ________ x 100 Total + Total # of Requests
*UHHQ�5HTXHVWV*UHHQ�5HTXHVWV
(',%/(�5(,1)25&(56 VERBAL PRAISE STATEMENTSTh ank you for ___! Nice job ___!
I love how you ___! Yay! You ___!
Look at you ___! I like that you ___!
Awesome job ___! Great listening and ___!
Th ank you for following directions!
I love that you listened!
8VH�ZLWK�&RPSOLDQFH�6HVVLRQ��8VH�ZLWK�&RPSOLDQFH�6HVVLRQ��
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3OD\�僧6FRRWHU�6D\V僨�*DPH�ZLWK�P\�FKLOG3OD\�僧6FRRWHU�6D\V僨�*DPH�ZLWK�P\�FKLOG
8VH�SUHFLVLRQ�UHTXHVW�VHTXHQFH�WR�GHOLYHU�VHOHFWHG�UHTXHVWV8VH�SUHFLVLRQ�UHTXHVW�VHTXHQFH�WR�GHOLYHU�VHOHFWHG�UHTXHVWV
$YRLG�PRUH�GLDz� LFXOW�WDVNV�RU�UHTXHVWV�QRW�EHLQJ�ZRUNHG�RQ$YRLG�PRUH�GLDz� LFXOW�WDVNV�RU�UHTXHVWV�QRW�EHLQJ�ZRUNHG�RQ
'HOLYHU�YHUEDO�SUDLVH�VWDWHPHQWV�IRU�DOO�FRPSOLDQFH�DQG�'HOLYHU�YHUEDO�SUDLVH�VWDWHPHQWV�IRU�DOO�FRPSOLDQFH�DQG�HGLEOH�UHLQIRUFHUV�DV�QHHGHGHGLEOH�UHLQIRUFHUV�DV�QHHGHG
8VH�SODQQHG�LJQRULQJ�IRU�DOO�QRQFRPSOLDQFH�DQG8VH�SODQQHG�LJQRULQJ�IRU�DOO�QRQFRPSOLDQFH�DQGLQDSSURSULDWH�EHKDYLRUVLQDSSURSULDWH�EHKDYLRUV
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35(&,6,21�5(48(67�6(48(1&(35(&,6,21�5(48(67�6(48(1&(
'HOLYHU�DQ�DSSURSULDWH�僧SOHDVH僨�UHTXHVW'HOLYHU�DQ�DSSURSULDWH�僧SOHDVH僨�UHTXHVW
:DLW�DW�OHDVW���VHFRQGV�IRU�P\�FKLOG�WR�UHVSRQG:DLW�DW�OHDVW���VHFRQGV�IRU�P\�FKLOG�WR�UHVSRQG
:DLW�DW�OHDVW���VHFRQGV�IRU�P\�FKLOG�WR�UHVSRQG:DLW�DW�OHDVW���VHFRQGV�IRU�P\�FKLOG�WR�UHVSRQG
3URYLGH�LPPHGLDWH�UHLQIRUFHPHQW��RU�LJQRUH�EHKDYLRUV3URYLGH�LPPHGLDWH�UHLQIRUFHPHQW��RU�LJQRUH�EHKDYLRUV
'HOLYHU�DQ�DSSURSULDWH�僧QHHG僨�UHTXHVW'HOLYHU�DQ�DSSURSULDWH�僧QHHG僨�UHTXHVW
3URYLGH�LPPHGLDWH�UHLQIRUFHPHQW��RU�LJQRUH�EHKDYLRU3URYLGH�LPPHGLDWH�UHLQIRUFHPHQW��RU�LJQRUH�EHKDYLRU
+Summary of the Request Hierarchy
1.2.
3.4.
5.6.
7.8.
GREEN
YELLOW
1.2.
3.4.
5.6.
7.8.
1.2.
3.4.
5.6.
7.8.
1.
2.
3.4.
5.6.
7.8.
RED
ORANGE
SUMMARY OF REQUESTS
73!
Figure 6: Phase Change Procedure
����
&203/,$1&(�'$7$�6+((7&203/,$1&(�'$7$�6+((7
Session Date: 75,$/6����RU����
,16758&7,21 1 2 3 4 51
Deliver Green Requests2
Deliver Green Requests
Total = ________ ÷ ________ x 100 Total + Total # of Requests
Session Notes:
<HOORZ�5HTXHVWV<HOORZ�5HTXHVWV
(',%/(�5(,1)25&(56 VERBAL PRAISE STATEMENTSTh ank you for ___! Nice job ___!
I love how you ___! Yay! You ___!
Look at you ___! I like that you ___!
Awesome job ___! Great listening and ___!
Th ank you for following directions!
I love that you listened!
8VH�ZLWK�&RPSOLDQFH�6HVVLRQ��8VH�ZLWK�&RPSOLDQFH�6HVVLRQ��
����
&203/,$1&(�'$7$�6+((7&203/,$1&(�'$7$�6+((7
Session Date: 75,$/6����RU����
,16758&7,21 1 2 3 4 51
Deliver Green RequestsDeliver Yellow Requests (Previous Sets)
2
Deliver Green RequestsDeliver Yellow Requests (Previous Sets)
Total = ________ ÷ ________ x 100 Total + Total # of Requests
Session Notes:
<HOORZ�5HTXHVWV<HOORZ�5HTXHVWV
(',%/(�5(,1)25&(56 VERBAL PRAISE STATEMENTSTh ank you for ___! Nice job ___!
I love how you ___! Yay! You ___!
Look at you ___! I like that you ___!
Awesome job ___! Great listening and ___!
Th ank you for following directions!
I love that you listened!
8VH�ZLWK�&RPSOLDQFH�6HVVLRQ����8VH�ZLWK�&RPSOLDQFH�6HVVLRQ����
����
&203/,$1&(�'$7$�6+((7&203/,$1&(�'$7$�6+((7
Session Date: 75,$/6����RU����
,16758&7,21 1 2 3 4 51
Deliver Yellow Requests2
Deliver Yellow Requests
Total = ________ ÷ ________ x 100 Total + Total # of Requests
Session Notes:
2UDQJH�5HTXHVWV2UDQJH�5HTXHVWV
(',%/(�5(,1)25&(56�8VH�RQO\�RQ�WULDOV�ZLWK� �
VERBAL PRAISE STATEMENTS
Th ank you for ___! Nice job ___!
I love how you ___! Yay! You ___!
Look at you ___! I like that you ___!
Awesome job ___! Great listening and ___!
Th ank you for following directions!
I love that you listened!
8VH�ZLWK�&RPSOLDQFH�6HVVLRQ��8VH�ZLWK�&RPSOLDQFH�6HVVLRQ��
����
&203/,$1&(�'$7$�6+((7&203/,$1&(�'$7$�6+((7
Session Date: 75,$/6����RU����
,16758&7,21 1 2 3 4 51
Deliver Yellow RequestsDeliver Orange Requests (Previous Sets)
2
Deliver Yellow RequestsDeliver Orange Requests (Previous Sets)
Total = ________ ÷ ________ x 100 Total + Total # of Requests
Session Notes:
2UDQJH�5HTXHVWV2UDQJH�5HTXHVWV
(',%/(�5(,1)25&(56�8VH�RQO\�RQ�WULDOV�ZLWK� �
VERBAL PRAISE STATEMENTS
Th ank you for ___! Nice job ___!
I love how you ___! Yay! You ___!
Look at you ___! I like that you ___!
Awesome job ___! Great listening and ___!
Th ank you for following directions!
I love that you listened!
8VH�ZLWK�&RPSOLDQFH�6HVVLRQ����8VH�ZLWK�&RPSOLDQFH�6HVVLRQ����
+Generalization Probes
n 2 probes
• Red Requests (0-25% compliant)
+References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Association.
Bauminger, N., Shulman, C., Agam, G. (2003). Peer interaction and lonliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(5), 489-507.
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Council for Exceptional Children, 73, 264–287.
Block. H. (2010). “Superhero social skills: A pilot study examining an evidence-based program for elementary-aged students with autism spectrum disorders in a school setting. Unpublished doctoral dissertation, University of Utah, Salt Lake City.
Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52-63.
+References
Centers for Disease Control and Prevention. (2014). Prevalence of autism spectrum disorders Among Children 8 Years: Autism and developmental disabilities monitoring network, 11 sites, United States, 2010. Morbidity and Mortality Weekly Report: Surveillance Summaries, 63, 1–21.
Dishion T. J., Patterson G. R. (2006). The development and ecology of antisocial behavior in children and adolescents. In: Cicchetti D, Cohen DJ, editors. Developmental psychopathology: Vol. 3. Risk, disorder, and adaptation. Wiley; New York: 2006. pp. 503–541.
Ducharme, J.M., & Popynick, M. (1993). Errorless compliance to parental requests: Treatment effects of generalization. Behavior Therapy, 24(2), 209- 226.
Ducharme, J.M., Sanjuan, E., & Drain, T. (2007). Errorless compliance training: Success-focused behavioral treatment of children with asperger syndrome. Behavior Modification, 31(3), 329-344.
Elliott, S. N., & Von Brock Treuting, M. (1991). The behavior intervention rating scale:Development and validation of a pretreatment acceptability and effectiveness measure. Journal of School Psychology, 29, 43–51.
+References
Estes, A., Munson, J., Dawson, G., Koehler, E., Zhou, X.H., & Abbott, R. (2009). Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay. Autism, 13(4), 375-387.
Eyberg, S.M., Robinson, E. (1982). Parent-child interaction training: effects on family functioning. Journal of Clinical Child Psychology, 11, 130-137.
Gladwell, M. (2000). The tipping point: How little things can make a big difference. Boston: Little, Brown.
Graziano, A. M. Parents as behavior therapists. In M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior modification (Vol. 4) New York: Academic Press, 1977.
Farley, M., McMahon, W. M., Fombonne, E. Jenson, W. R., Miller, J., Gardner, M., & Coon, H. (2009). Twenty-year outcome for individuals with autism and average or near-average cognitive abilities. Autism Research, 2, 109–118.
+References
Hanf, C. (1969). A two-stage program for modifying maternal controlling during mother-child (M-C) interaction. Paper presented at the meeting of the Western Psychological Association, Vancouver.
Hartley, S. L., Sikora, D. M., & McCoy, R. (2008). Prevalence and risk factors of maladaptive behaviour in young children with Autistic Disorder. Journal of Intellectual Disability Research, 52, 819-829.
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