{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80026"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80026","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Group Parent Training and Collaboration on Functional-Assessment Based Intervention in Reducing Children's Challenging Behaviors","abstract":"This study examined the effects of group parent training on children's challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series (ITS) Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data was analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents' implement FA based strategies and these strategies result in a significant reduction in children's challenging behaviors. Furthermore, parents' implementation of FA based strategies and children's low level of challenging behaviors maintained after the completion of the intervention.","abstract_html":"This study examined the effects of group parent training on children's challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series (ITS) Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data was analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents' implement FA based strategies and these strategies result in a significant reduction in children's challenging behaviors. Furthermore, parents' implementation of FA based strategies and children's low level of challenging behaviors maintained after the completion of the intervention.","abstract_has_math":false,"creators":["Fettig, Angel"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Ostrosky, Michaelene M."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:00Z","date_published":"2015-09-25T19:55:00Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Guidance and Counseling"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3314767"],"render_values":[{"text":"(MiAaPQ)AAI3314767","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80026","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ostrosky, Michaelene M."]},{"key":"dc:creator","label":"Author","values":["Fettig, Angel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:00Z","10000-01-01","2008"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Guidance and Counseling"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80026","(MiAaPQ)AAI3314767"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined the effects of group parent training on children's challenging behaviors in home settings. Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series (ITS) Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data was analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents' implement FA based strategies and these strategies result in a significant reduction in children's challenging behaviors. Furthermore, parents' implementation of FA based strategies and children's low level of challenging behaviors maintained after the completion of the intervention.","Made available in DSpace on 2015-09-25T19:55:00Z (GMT). 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Eight parents of young children with challenging behaviors were trained in a large group setting on using functional assessment to design interventions that fit the needs of individual families. The training included information sharing and collaborating with parents on designing functional-assessment based interventions. An Interrupted Time Series (ITS) Design was used to examine the effects of large group training by comparing parent and child behaviors prior to intervention with behaviors after the intervention. Data was analyzed using Repeated Measures ANOVA. The results indicated that group training increased parents' implement FA based strategies and these strategies result in a significant reduction in children's challenging behaviors. Furthermore, parents' implementation of FA based strategies and children's low level of challenging behaviors maintained after the completion of the intervention.","Made available in DSpace on 2015-09-25T19:55:00Z (GMT). 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