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The Effects of a Virtual Parent Training Program and Parental Stress on the Quality and Quantity of Parent-Child Interactions for Children With ASD- [electronic resource]
The Effects of a Virtual Parent Training Program and Parental Stress on the Quality and Quantity of Parent-Child Interactions for Children With ASD- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101240
- ISBN
- 9798379780364
- DDC
- 150
- 서명/저자
- The Effects of a Virtual Parent Training Program and Parental Stress on the Quality and Quantity of Parent-Child Interactions for Children With ASD - [electronic resource]
- 발행사항
- [S.l.]: : Columbia University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(148 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: B.
- 주기사항
- Advisor: Dudek, Jessica S.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약A child's early language environment, and their parents' active engagement during parent-child interactions play a vital role in facilitating the development of complex social reinforcers and the growth of their verbal behavior. Using a verbal behavioral approach, this study aimed to measure the statistical significance of changes in the quality and quantity of parent-child interactions after parents participated in a virtual parent-training program. The intervention used was the Incredible Years-ASLD® (Webster-Stratton, 2015) program, which consisted of 12 group parent-training sessions delivered virtually in small groups. The study also aimed to assess the association between parental stress and the quality and quantity of parent-child interactions. Participants were seventeen biological mother-child dyads. The participant children attended a full-day, intensive Applied Behavior Analysis (ABA) preschool, with a mean age of 4 years and 3 months and either had an Individual Education Program for a preschooler with a disability or an Individualized Family Service Plan. The number of verbal operants exchanged between the mother and the child during the parent-child interactions were measured at baseline, during, and after the intervention. Parent-child interactions were designed to mirror their naturalistic interactions and consisted of a five-min structured-play task, and a five-min free-play task, which were recorded for future analysis. Self-reported parental-stress levels were measured at baseline and after the intervention using the Parenting-Stress Index-Fourth Edition, Short Form (Abidin, 2012).This pilot study was conducted to statistically evaluate the changes across all three conditions following the IY-ASLD® intervention on a) the quantity of mother-child interactions, as measured by the number of vocal-verbal operants initiated by the mothers (i.e., mands and tacts), and the number of approvals vs. disapprovals; and b) on the quality of mother-child interactions as measured by mothers' verbal responsiveness to their children's initiations, mothers' effectiveness in eliciting a response from their children, and the number of missed opportunities for mothers and children. The results for the first research question demonstrated that there was a statistically significant increase in the number of tacts emitted by the mothers in the free-play task, as well as a statistically significant decrease in the number of approvals following the intervention. There were no statistically significant changes in the number of mothers' mands or disapprovals. The results for the second research question demonstrated that, following the intervention, there was a statistically significant decrease in the number of missed opportunities for the children during the structured-play task, and in the number of missed opportunities for the mothers in both tasks. There was also a statistically significant decrease in children's responses to mothers' initiations in the free-play task.This study also aimed to assess the relation between parental stress and the quality and quantity of parent-child interactions. The findings suggested a statistically significant negative association during the pre-intervention condition between parental-stress and the quality of parent-child interactions, specifically, mothers' responsiveness to their children's initiations. Furthermore, mothers' stress levels were significantly negatively associated with the number of mands emitted by the mothers, but not associated with the quantity of the other vocal-verbal operants.
- 일반주제명
- Behavioral sciences.
- 일반주제명
- Special education.
- 일반주제명
- Psychology.
- 키워드
- Parent training
- 키워드
- Parental stress
- 기타저자
- Columbia University TC: Applied Behavioral Analysis
- 기본자료저록
- Dissertations Abstracts International. 85-01B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520240214101240
■006m o d
■007cr#unu||||||||
■020 ▼a9798379780364
■035 ▼a(MiAaPQ)AAI30528373
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aAlshowaiman, Lenah.
■24510▼aThe Effects of a Virtual Parent Training Program and Parental Stress on the Quality and Quantity of Parent-Child Interactions for Children With ASD▼h[electronic resource]
■260 ▼a[S.l.]:▼bColumbia University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(148 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: B.
■500 ▼aAdvisor: Dudek, Jessica S.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aA child's early language environment, and their parents' active engagement during parent-child interactions play a vital role in facilitating the development of complex social reinforcers and the growth of their verbal behavior. Using a verbal behavioral approach, this study aimed to measure the statistical significance of changes in the quality and quantity of parent-child interactions after parents participated in a virtual parent-training program. The intervention used was the Incredible Years-ASLD® (Webster-Stratton, 2015) program, which consisted of 12 group parent-training sessions delivered virtually in small groups. The study also aimed to assess the association between parental stress and the quality and quantity of parent-child interactions. Participants were seventeen biological mother-child dyads. The participant children attended a full-day, intensive Applied Behavior Analysis (ABA) preschool, with a mean age of 4 years and 3 months and either had an Individual Education Program for a preschooler with a disability or an Individualized Family Service Plan. The number of verbal operants exchanged between the mother and the child during the parent-child interactions were measured at baseline, during, and after the intervention. Parent-child interactions were designed to mirror their naturalistic interactions and consisted of a five-min structured-play task, and a five-min free-play task, which were recorded for future analysis. Self-reported parental-stress levels were measured at baseline and after the intervention using the Parenting-Stress Index-Fourth Edition, Short Form (Abidin, 2012).This pilot study was conducted to statistically evaluate the changes across all three conditions following the IY-ASLD® intervention on a) the quantity of mother-child interactions, as measured by the number of vocal-verbal operants initiated by the mothers (i.e., mands and tacts), and the number of approvals vs. disapprovals; and b) on the quality of mother-child interactions as measured by mothers' verbal responsiveness to their children's initiations, mothers' effectiveness in eliciting a response from their children, and the number of missed opportunities for mothers and children. The results for the first research question demonstrated that there was a statistically significant increase in the number of tacts emitted by the mothers in the free-play task, as well as a statistically significant decrease in the number of approvals following the intervention. There were no statistically significant changes in the number of mothers' mands or disapprovals. The results for the second research question demonstrated that, following the intervention, there was a statistically significant decrease in the number of missed opportunities for the children during the structured-play task, and in the number of missed opportunities for the mothers in both tasks. There was also a statistically significant decrease in children's responses to mothers' initiations in the free-play task.This study also aimed to assess the relation between parental stress and the quality and quantity of parent-child interactions. The findings suggested a statistically significant negative association during the pre-intervention condition between parental-stress and the quality of parent-child interactions, specifically, mothers' responsiveness to their children's initiations. Furthermore, mothers' stress levels were significantly negatively associated with the number of mands emitted by the mothers, but not associated with the quantity of the other vocal-verbal operants.
■590 ▼aSchool code: 0054.
■650 4▼aBehavioral sciences.
■650 4▼aSpecial education.
■650 4▼aPsychology.
■650 4▼aIndividual & family studies.
■653 ▼aApplied Behavior Analysis
■653 ▼aLanguage development
■653 ▼aParent mediated interventions
■653 ▼aParent training
■653 ▼aParent-child interactions
■653 ▼aParental stress
■690 ▼a0602
■690 ▼a0529
■690 ▼a0621
■690 ▼a0628
■71020▼aColumbia University▼bTC: Applied Behavioral Analysis.
■7730 ▼tDissertations Abstracts International▼g85-01B.
■773 ▼tDissertation Abstract International
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933387▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
