{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3653"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3653","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"An Analysis of Sample Duration in a Parent Training Program.","abstract":"Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.","abstract_html":"Although several guidelines are available for designing observational procedures in both basic and applied settings, few researchers have experimentally examined and compared different direct observation methods. Such methods may have a direct impact on practitioners' ability to effectively assess strengths and challenges, set treatment goals, adjust intervention procedures, and monitor progress. The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism.","abstract_has_math":false,"creators":["Laino, Kathleen S."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Ala'i-Rosales, Shahla","Hyten, Cloyd","Rosales Ruíz, Jesús","Smith, Richard"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05","date_published":"2007-05","updated_at":"2026-07-24T05:34:52Z","subjects":["analysis","sample","duration","autism","toddlers","Parenting -- Study and teaching.","Child psychotherapy -- Parent participation.","Autistic children.","Parent and child."],"languages":["English"],"rights":["Public","Copyright","Laino, Kathleen S.","Copyright is held by the author, unless otherwise noted. 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The current study compared 1 and 5 min observations to 10 min observations throughout baseline and intervention phases of a parent training program for toddlers with autism. Results showed similarities with regards to variability, level, and trend in the 5 and 10 min data samples; however, clear differences were seen in the 1 min data sample, which typically showed very low occurrences of responding and displayed steady and flat trends. The findings have implications for the development of time-efficient direct observation procedures utilized in parent training programs for children with autism."],"dc:format":["Text"],"dc:identifier":["oclc: 174512288","doi: 10.12794/metadc3653","https://digital.library.unt.edu/ark:/67531/metadc3653/","ark: ark:/67531/metadc3653"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Laino, Kathleen S.","Copyright is held by the author, unless otherwise noted. 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