Skip to main content
SpringerLink
Log in
Book cover

Applied Behavior Analysis for Children with Autism Spectrum Disorders pp 237–257Cite as

Parent Training Interventions for Children with Autism Spectrum Disorders

  • Chapter
  • First Online:

Abstract

A number of parent training programs for parents of children with ASD have been developed. An overview and rationale for why parent training for ASD differs from other childhood groups will be described. An overview of the major parent training methods used for ASD, the research to support them, and the effects achieved will be discussed.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    1 Portions of this section are adapted from: Brookman-Frazee, L., Stahmer, A., Baker, M., & Tsai, K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review, 9, 181–200.

References

  • Anderson, S. R., Avery, D. L., DiPietro, E. K., Edwards, G. L., & Christian, W. P. (1987). Intensive home-based early intervention with autistic children. Education and Treatment of Children, 10, 352–366.

    Google Scholar 

  • Anderson, S., & Morris, J. (2006). Cognitive behaviour therapy for people with asperger syndrome. Behavioural and Cognitive Psychotherapy, 34, 293–303.

    Google Scholar 

  • Baker, B. L. (1989). Parent training and developmental disabilities. Washington, DC: American Association on Mental Retardation.

    Google Scholar 

  • Baker-Ericzén, M. J., Stahmer, A. C., & Burns, A. (2007). Child demographics associated with outcomes in a community-based pivotal response training program. Journal of Positive Behavior Interventions, 9, 52–60.

    Google Scholar 

  • Barrett, P. M., Dadds, M. R., & Rapee, R. M. (1996). Family treatment of childhood anxiety: A controlled trial. Journal of Consulting and Clinical Psychology, 64, 333–342.

    PubMed  Google Scholar 

  • Barrett, P. M., & Shortt, A. L. (2003). Parental involvement in the treatment of anxious children. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 101–119). New York: Guilford Press.

    Google Scholar 

  • Bettelheim, B. (1967). The empty fortress: Infantile autism and the birth of the self. Oxford, England: Free Press of Glencoe.

    Google Scholar 

  • Blackledge, J. T., & Hayes, S. C. (2006). Using acceptance and commitment training in the support of parents of children diagnosed with autism. Child & Family Behavior Therapy, 28, 1–18.

    Google Scholar 

  • Boulware, G., Schwartz, I. S., Sandall, S. R., & McBride, B. J. (2006). Project DATA for toddlers: An inclusive approach to very young children with autism spectrum disorder. Topics in Early Childhood Special Education, 26, 94–105.

    Google Scholar 

  • Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: Response to psychoeducational intervention. Rehabilitation Psychology, 38, 3–10.

    Google Scholar 

  • Brookman-Frazee, L. (2004). Using parent/clinician partnerships in parent education programs for children with autism. Journal of Positive Behavior Interventions, 6, 195–213.

    Google Scholar 

  • Brookman-Frazee, L., Stahmer, A., Baker-Ericzén, M. J., & Tsai, K. (2006). Parenting interventions for children with autism spectrum and disruptive behavior disorders: Opportunities for cross-fertilization. Clinical Child and Family Psychology Review, 9, 181–200.

    PubMed  Google Scholar 

  • Bryson, S. E., Koegel, L. K., Koegel, R. L., Openden, D., Smith, I. M., & Nefdt, N. (2007). Large scale dissemination and community implementation of pivotal response treatment. Research and Practice for Persons with Severe Disabilities, 32, 142–153.

    Google Scholar 

  • Chalfant, A. M., Rapee, R., & Carroll, L. (2007). Treating anxiety disorders in children with high functioning autism spectrum disorders: A controlled trial. Journal of Autism and Developmental Disorders, 37, 1842–1857.

    PubMed  Google Scholar 

  • Chambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.

    PubMed  Google Scholar 

  • Charlop-Christy, M. H., & Carpenter, M. H. (2000). Modified incidental teaching sessions: A procedure for parents to increase spontaneous speech in their children with autism. Journal of Positive Behavior Interventions, 2, 98–112.

    Google Scholar 

  • Cobham, V. E., Dadds, M. R., & Spence, S. H. (1998). The role of parental anxiety in the treatment of childhood anxiety. Journal of Consulting and Clinical Psychology, 66, 893–905.

    PubMed  Google Scholar 

  • Corcoran, J. (2000). Family treatment of preschool behavior problems. Research on Social Work Practice, 10, 547–588.

    Google Scholar 

  • Cordisco, L. K., Strain, P. S., & Depew, N. (1988). Assessment for generalization of parenting skills in home settings. Journal of the Association for Persons with Severe Handicaps, 13, 202–210.

    Google Scholar 

  • Crockett, J. L., Fleming, R. K., Doepke, K. J., & Stevens, J. S. (2007). Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism. Research in Developmental Disabilities, 28, 23–36.

    PubMed  Google Scholar 

  • de Bruin, E. I., Ferdinand, R. F., Meester, S., de Nijs, P. F. A., & Verheij, F. (2007). High rates of psychiatric co-morbidity in PDD-NOS. Journal of Autism and Developmental Disorders, 37, 877–886.

    PubMed  Google Scholar 

  • Drahota, A., Wood, J. J., Sze, K. M., & Van Dyke, M. (in review). Effects of cognitive behavioral therapy on daily living skills in children with high-functioning autism and concurrent anxiety disorders.

    Google Scholar 

  • Dunlap, G., & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619–627.

    PubMed  Google Scholar 

  • Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515–524.

    PubMed  Google Scholar 

  • Eyberg, S. M., Nelson, M. M., & Boggs, S. R. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Clinical Child and Adolescent Psychology, 37, 215–237.

    PubMed  Google Scholar 

  • Feldman, E. A., & Werner, S. E. (2002). Collateral effects of behavioral parent training on families of children with developmental disabilities and behavior disorders. Behavioral Interventions, 17, 75–83.

    Google Scholar 

  • Ferster, C. B. (1961). Positive reinforcement and behavioral deficits of young children. Child Development, 32, 437–456.

    PubMed  Google Scholar 

  • Ferster, C. B., & Demyer, M. K. (1962). A method for the experimental analysis of the behavior of autistic children. American Journal of Orthopsychiatry, 32, 89–98.

    PubMed  Google Scholar 

  • Ferster, C. B., & Simons, J. (1966). Behavior therapy with children. Psychological Record, 16, 65–71.

    Google Scholar 

  • Forehand, R., & Kotchick, B. A. (2002). Behavioral parent training: Current challenges and potential solutions. Journal of Child and Family Studies, 11, 377–384.

    Google Scholar 

  • Frea, W. D., & Hepburn, S. L. (1999). Teaching parents of children with autism to perform functional assessments to plan interventions for extremely disruptive behaviors. Journal of Positive Behavior Interventions, 1, 112–116.

    Google Scholar 

  • Gallagher, J. J., Beckman, P. J., & Cross, A. H. (1983). Families of handicapped children: Sources of stress and its amelioration. Exceptional Children, 50, 10–19.

    PubMed  Google Scholar 

  • Ghaziuddin, M., Weidmer-Mikhail, E., & Ghaziuddin, N. (1998). Comorbidity of Asperger syndrome: A preliminary report. Journal of Intellectual Disability Research, 42, 279–283.

    PubMed  Google Scholar 

  • Gillett, J. N., & LeBlanc, L. A. (2007). Parent-implemented natural language paradigm to increase language and play in children with autism. Research in Autism Spectrum Disorders, 1, 247–255.

    Google Scholar 

  • Green, J., Gilchrist, A., Burton, D., & Cox, A. (2000). Social and psychiatric functioning in adolescents with Asperger syndrome compared with conduct disorder. Journal of Autism and Developmental Disorders, 30, 279–293.

    PubMed  Google Scholar 

  • Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented Enhanced Milieu Teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22, 39–54.

    Google Scholar 

  • Harris, S. L. (1983). Families of the developmentally disabled. New York: Pergamon Press.

    Google Scholar 

  • Hart, B. M., & Risley, T. R. (1968). Establishing use of descriptive adjectives in the spontaneous speech of disadvantaged preschool children. Journal of Applied Behavior Analysis, 1, 109–120.

    PubMed  Google Scholar 

  • Iacono, T. A., Chan, J. B., & Waring, R. E. (1998). Efficiency of a parent-implementation early language intervention based on collaborative consultation. International Journal of Communication Disorders, 33, 281–303.

    Google Scholar 

  • Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 8, 79–87.

    Google Scholar 

  • Kaiser, A. P., & Hancock, T. B. (2003). Teaching parents new skills to support their young children’s development. Infants and Young Children, 16, 9–21.

    Google Scholar 

  • Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of Abnormal Child Psychology, 36, 567–589.

    PubMed  Google Scholar 

  • Kazdin, A. E., & Whitley, M. K. (2003). Treatment of parental stress to enhance therapeutic change among children referred for aggressive and antisocial behavior. Journal of Consulting and Clinical Psychology, 71, 504–515.

    PubMed  Google Scholar 

  • Kim, J. A., Szatmari, P., Bryson, S. E., Streiner, D. L., & Wilson, F. J. (2000). The prevalence of anxiety and mood problems among children with autism and Asperger syndrome. Autism, 4, 117–132.

    Google Scholar 

  • Koegel, R. L., Bimbela, A., & Schreibman, L. (1996). Collateral effects of parent training on family interactions. Journal of Autism and Developmental Disorders, 26, 347–359.

    PubMed  Google Scholar 

  • Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children’s social behavior. Journal of Applied Behavior Analysis, 20, 243–252.

    PubMed  Google Scholar 

  • Koegel, R. L., & Egel, A. L. (1979). Motivating autistic children. Journal of Abnormal Psychology, 88, 418–426.

    PubMed  Google Scholar 

  • Koegel, R. L., Glahn, T. J., & Nieminen, G. S. (1978). Generalization of parent-training results. Journal of Applied Behavior Analysis, 11, 95–109.

    PubMed  Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, and academic development. Baltimore, MD: Paul H. Brookes Publishing Co., Inc.

    Google Scholar 

  • Koegel, R. L., Koegel, L. K., & Brookman, L. I. (2003). Empirically supported pivotal response interventions for children with autism. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 341–357). New York, NY: Guilford Press.

    Google Scholar 

  • Koegel, L. K., Koegel, R. L., Fredeen, R. M., & Gengoux, G. W. (2008). Naturalistic behavioral approaches to treatment. In K. Chawarska, A. Klin & F. R. Volkmar (Eds.), Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment (pp. 207–241). New York: Guilford Press.

    Google Scholar 

  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24, 174–185.

    Google Scholar 

  • Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30, 19–32.

    PubMed  Google Scholar 

  • Koegel, R. L., Koegel, L. K., & Schreibman, L. (1991). Assessing and training parents in teaching pivotal behaviors. Advances in Behavioral Assessment of Children and Families, 5, 65–82.

    Google Scholar 

  • Koegel, L. K., Koegel, R. L., Shoshan, Y., & McNerney, E. (1999). Pivotal response intervention II: Preliminary long-term outcome data. Journal of the Association for Persons with Severe Handicaps, 24, 186–198.

    Google Scholar 

  • Koegel, R. L., Koegel, L. K., & Surratt, A. (1992). Language intervention and disruptive behavior in preschool children with autism. Journal of Autism and Developmental Disorders, 22, 141–153.

    PubMed  Google Scholar 

  • Koegel, R. L., O’Dell, M. C., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 18, 525–538.

    PubMed  Google Scholar 

  • Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187–199.

    PubMed  Google Scholar 

  • Koegel, R. L., Schreibman, L., Britten, K., Burke, J. C., & O’Neill, R. E. (1982). A comparison of parent training to direct child treatment. In R. L. Koegel, A. Rincover & A. I. Egel (Eds.), Educating and understanding autistic children. San Diego, CA: College Hill- Press.

    Google Scholar 

  • Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. K. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara, CA: University of California.

    Google Scholar 

  • Koegel, R. L., Schreibman, L., Johnson, J., O’Neil, R. E., & Dunlap, G. (1984). Collateral effects of parent-training on families with autistic children. In R. F. Dangel & R. A. Polster (Eds.), Behavioral parent-training: Issues in research and practice (pp. 358–378). New York: The Guilford Press.

    Google Scholar 

  • Koegel, R. L., Symon, J. B., & Koegel, L. K. (2002). Parent education for families of children with autism living in geographically distant areas. Journal of Positive Behavior Interventions, 4, 88–103.

    Google Scholar 

  • Koegel, R. L., & Williams, J. A. (1980). Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology, 8, 537–547.

    PubMed  Google Scholar 

  • Laski, K. E., Charlop, M. H., & Schreibman, L. (1988). Training parents to use the Natural Language Paradigm to increase their autistic children’s speech. Journal of Applied Behavior Analysis, 21, 391–400.

    PubMed  Google Scholar 

  • Levy, S., Kim, A., & Olive, M. L. (2006). Interventions for young children with autism: A synthesis of the literature. Focus on Autism and Other Developmental Disabilities, 21, 55–62.

    Google Scholar 

  • Leyfer, O. T., Folstein, S. E., Bacalman, S., Davis, N. O., Dinh, E., Morgan, J., et al. (2006). Comorbid psychiatric disorders in children with autism: Interview development and rates of disorders. Journal of Autism and Developmental Disorders, 36, 849–861.

    PubMed  Google Scholar 

  • Lord, C., Wagner, A., Rogers, S., Szatmari, P., Aman, M., Charman, T., et al. (2005). Challenges in evaluating psychosocial interventions for autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35, 695–708.

    PubMed  Google Scholar 

  • Lovaas, O. I., Baer, D. M., & Bijou, S. W. (1965). Experimental procedures for analyzing the interaction of symbolic social stimuli and children’s behavior. Child Development, 36, 237–247.

    PubMed  Google Scholar 

  • Lovaas, O. I., Freitag, G., Gold, V. J., & Kassorla, I. C. (1965). Recording apparatus and procedure for observation of behaviors of children in free play settings. Journal of Experimental Child Psychology, 2, 108–120.

    Google Scholar 

  • Lovaas, O. I., Koegel, R., Simmons, J. Q., & Long, J. S. (1973). Some generalization and follow-up measures on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–166.

    PubMed  Google Scholar 

  • Lovaas, O. I., & Simmons, J. Q. (1969). Manipulation of self-destruction in three retarded children. Journal of Applied Behavior Analysis, 2, 143–157.

    PubMed  Google Scholar 

  • Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families and positive behavior support: Addressing problem behavior in family contexts. Baltimore, MD, US: Paul H. Brookes Publishing.

    Google Scholar 

  • Mahoney, G., Boyce, G., Fewell, R. R., Spiker, D., & Wheeden, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18, 5–17.

    Google Scholar 

  • Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23, 77–89.

    Google Scholar 

  • Mahoney, G., & Perales, F. (2005). The impact of relationship focused intervention on young children with autism spectrum disorders: A comparative study. Journal of Developmental and Behavioral Pediatrics, 26, 77–85.

    PubMed  Google Scholar 

  • Mandell, D. S., Morales, K. H., & Levy, S. E. (in review). A latent class model of treatment use among children with autism spectrum disorders.

    Google Scholar 

  • McClannahan, L., Krantz, P., & McGee, G. (1982). Parents as therapists for autistic children: A model for effective parent training. Analysis and Intervention in Developmental Disabilities, 2, 223–252.

    Google Scholar 

  • McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24, 133–146.

    Google Scholar 

  • McGee, G. G., Paradis, T., & Feldman, R. S. (1993). Free effects of integration on levels of autistic behavior. Topics in Early Childhood Special Education, 13, 57–67.

    Google Scholar 

  • Mendlowitz, S. L., Manassis, K., Bradley, S., Scapillato, D., Miezitis, S., & Shaw, B. F. (1999). Cognitive-behavioral group treatments in childhood anxiety disorders: The role of parental involvement. Journal of the American Academy of Child & Adolescent Psychiatry, 38, 1223–1229.

    Google Scholar 

  • Moes, D. (1995). Parent education and parenting stress. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 79–93). Baltimore, MD: Paul H Brookes Publishing.

    Google Scholar 

  • Moes, D., & Frea, W. D. (2002). Contextualized behavioral support in early intervention for children with autism and their families. Journal of Autism and Developmental Disorders, 32, 519–533.

    PubMed  Google Scholar 

  • National Advisory Mental Health Council. (2001). Blueprint for change: Research on child and adolescent mental health. A report by the National Advisory Mental Health Council’s Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment. Bethesda, MD: National Institutes of Health/National Institute of Mental Health.

    Google Scholar 

  • National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press, Division of Behavioral and Social Sciences and Education, Committee on Educational Interventions for Children with Autism.

    Google Scholar 

  • New York State Department of Health Early Intervention Program. (1999). Clinical practice guideline: The guideline technical report. Autism/pervasive developmental disorders, assessment and intervention for young children (age 0-3 years). Albany, NY: NYS Department of Health.

    Google Scholar 

  • Openden, D. (2005). Pivotal Response Treatment for multiple families of children with autism: Effects of a 4-day group parent education workshop. Unpublished dissertation.

    Google Scholar 

  • Osterling, J., Dawson, G., & Munson, J. (2002). Early recognition of 1-year-old infants with autism spectrum disorder versus mental retardation. Development and Psychopathology, 14, 239–251.

    PubMed  Google Scholar 

  • Patterson, G. R. (1982). Coercive family process: A social learning approach (Vol. 3). Eugene, OR: Castalia.

    Google Scholar 

  • Patterson, G. R., & Brodsky, G. (1966). A behaviour modification programme for a child with multiple problem behaviours. Journal of Child Psychology and Psychiatry, 9, 277–295.

    Google Scholar 

  • Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992). Antisocial boys. Eugene, OR: Castalia.

    Google Scholar 

  • Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 37, 184–214.

    PubMed  Google Scholar 

  • Reaven, J., & Hepburn, S. (2003). Cognitive-behavioral treatment of obsessive-compulsive disorder in a child with Asperger syndrome. Autism, 7, 145–164.

    PubMed  Google Scholar 

  • Reaven, J., & Hepburn, S. (2006). The parent’s role in the treatment of anxiety symptoms in children with high-functioning autism spectrum disorders. Mental Health Aspects of Developmental Disabilities, 9, 73–80.

    Google Scholar 

  • Research Units on Pediatric Psychopharmacology [RUPP] Autism Network. (2007). Parent training for children with pervasive developmental disorders: A multi-site feasibility trial. Behavioral Interventions, 22, 179–199.

    Google Scholar 

  • Robbins, F. R., Dunlap, G., & Plienis, A. J. (1991). Family characteristics, family training, and the progress of young children with autism. Journal of Early Intervention, 15, 173–184.

    Google Scholar 

  • Rocha, M. L., Schreibman, L., & Stahmer, A. C. (2007). Effectiveness of training parents to teach joint attention in children with autism. Journal of Early Intervention, 29, 154–172.

    Google Scholar 

  • Rogers, S. J., Dawson, G., Smith, C. M., Winter, J. M., & Donaldson, A. L. (in press). Early Start Denver Model intervention for young children with autism manual. Seattle, WA: University of Washington.

    Google Scholar 

  • Rogers, S. J., & DiLalla, D. (1991). A comparative study of the effects of a developmentally based instructional model on young children with autism and young children with other disorders of behavior and development. Topics in Early Childhood Special Education, 11, 29–48.

    Google Scholar 

  • Rogers, S. J., & Lewis, H. (1989). An effective day treatment model for young children with pervasive developmental disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 28, 207–214.

    Google Scholar 

  • Rogers, S. J., Lewis, H. C., & Reis, K. (1987). An effective procedure for training early special education teams to implement a model program. Journal of the Division of Early Childhood, 11, 180–188.

    Google Scholar 

  • Rogers, S. J., Hall, T., Osaki, D., Reaven, J., & Herbison, J. (2001). The Denver model: A comprehensive, integrated, educational approach to young children with autism and their families. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (2nd ed., pp. 95–134). Austin, TX: Pro-Ed.

    Google Scholar 

  • Rogers, S. J., Herbison, J., Lewis, H., Pantone, J., & Reis, K. (1986). An approach for enhancing the symbolic, communicative, and interpersonal functioning of young children with autism and severe emotional handicaps. Journal of the Division of Early Childhood, 10, 135–148.

    Google Scholar 

  • Rogers, S. J., & Ozonoff, S. (2006). Behavioral, educational, and developmental treatments for autism. In S. O. Moldin & J. L. R. Rubenstein (Eds.), Understanding autism: From basic neuroscience to treatment (pp. 443–473). Boca Raton, FL: CRC Press.

    Google Scholar 

  • Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8–38.

    PubMed  Google Scholar 

  • Rogers, S. J., Vismara, L. A., & Colombi, C. (in preparation). The Early Start Denver Model parent manual. Davis, CA: University of California.

    Google Scholar 

  • Schopler, E. (2005). Comments on “Challenges in evaluating psychosocial intervention for autistic spectrum disorders” by Lord et al. Journal of Autism and Developmental Disorders, 35, 709–711.

    Google Scholar 

  • Schreibman, L. (2005). Science and fiction of autism. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Schreibman, L., Kaneko, W. M., & Koegel, R. L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behavior Therapy, 22, 479–490.

    Google Scholar 

  • Schreibman, L., & Koegel, R. L. (1996). Fostering self-management: Parent-delivered pivotal response training for children with autistic disorder. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders (pp. 525–552). Washington, DC: American Psychological Association.

    Google Scholar 

  • Schreibman, L., & Koegel, R. L. (2005). Training for parents of children with autism: Pivotal responses, generalization, and individualization of interventions. In E. D. Hibbs & P. S. Jensen (Eds.), Psychosocial treatments for child and adolescent disorders: Empirically based strategies for clinical practice (2nd ed., pp. 605–631). Washington, DC: American Psychological Association.

    Google Scholar 

  • Seligman, M. E. P. (1972). Learned helplessness. Annual Review of Medicine, 23, 407–412.

    PubMed  Google Scholar 

  • Seligman, M., & Darling, R. B. (1997). Ordinary families, special children: A systems approach to childhood disability (2nd ed.). New York, NY: Guilford Press.

    Google Scholar 

  • Seltzer, M. M., Shattuck, P., Abbeduto, L., & Greenberg, J. S. (2004). Trajectory of development in adolescents and adults with autism. Mental Retardation and Developmental Disabilities Research Reviews, 10, 234–247.

    PubMed  Google Scholar 

  • Seung, H. K., Ashwell, S., Elder, J. H., & Valcante, G. (2006). Verbal communication outcomes in children with autism after in-home father training. Journal of Intellectual Disability Research, 50, 139–150.

    PubMed  Google Scholar 

  • Shirk, S. R. (2001). The road to effective child psychological services: Treatment processes and outcome research. In J. Hughes & A. M. La Greca (Eds.), Handbook of psychological services for children and adolescents (pp. 43–59). London: Oxford University Press.

    Google Scholar 

  • Shogren, K. A., Faggella-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6, 228–237.

    Google Scholar 

  • Simonoff, E., Pickles, A., Charman, T., Chandler, S., Loucas, T., & Baird, G. (2008). Psychiatric disorders in children with autism spectrum disorders: Prevalence, comorbidity, and associated factors in a population-derived sample. Journal of the American Academy of Child & Adolescent Psychiatry, 47, 921–929.

    Google Scholar 

  • Singer, G. H. S., Goldberg-Hamblin, S. E., Peckham-Hardin, K. D., Barry, L., & Santarelli, G. E. (2002). Toward a synthesis of family support practices and positive behavior support. In J. M. Lucyshyn, G. Dunlap & R. W. Albin (Eds.), Families and positive behavior support: Addressing problem behavior in family contexts. Family, community & disability (pp. 155–183). Baltimore, MD: Paul H Brookes Publishing.

    Google Scholar 

  • Smith, T., Buch, G. A., & Gamby, T. E. (2000). Parent-directed, intensive early intervention for children with pervasive developmental disorder. Research in Developmental Disabilities, 21, 297–309.

    PubMed  Google Scholar 

  • Smith, T., Donahoe, P. A., & Davis, B. J. (2001). The UCLA young autism project. In J. S. Handleman & S. L. Harris (Eds.), Preschool education programs for children with autism (pp. 23–39). Austin, TX: Pro-Ed.

    Google Scholar 

  • Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., et al. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354–366.

    PubMed  Google Scholar 

  • Sofronoff, K., Attwood, T., & Hinton, S. (2005). A randomised controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. Journal of Child Psychology and Psychiatry, 46, 1152–1160.

    PubMed  Google Scholar 

  • Sofronoff, K., & Farbotko, M. (2002). The effectiveness of parent management training to increase self-efficacy in parents of children with Asperger syndrome. Autism, 6, 271–286.

    PubMed  Google Scholar 

  • Sofronoff, K., Leslie, A., & Brown, W. (2004). Parent management training and Asperger syndrome: A randomized controlled trial to evaluate a parent based intervention. Autism, 8, 301–317.

    PubMed  Google Scholar 

  • Stahmer, A. C. (1995). Teaching symbolic play skills to children with autism using pivotal response training. Journal of Autism and Developmental Disorders, 25, 123–141.

    PubMed  Google Scholar 

  • Stahmer, A. C. (2007). The basic structure of community early intervention programs for children with autism: Provider descriptions. Journal of Autism and Developmental Disorders, 37, 1344–1354.

    PubMed  Google Scholar 

  • Stahmer, A. C., Collings, N. M., & Palinkas, L. A. (2005). Early intervention practices for children with autism: Descriptions from community providers. Focus on Autism and Other Developmental Disabilities, 20, 66–79.

    PubMed  Google Scholar 

  • Stahmer, A. C., & Gist, K. (2001). Enhancing parent training through additional support services. Journal of Positive Behavior Interventions, 3, 75–82.

    Google Scholar 

  • Stahmer, A. C., & Schreibman, L. (1992). Teaching children with autism appropriate play in unsupervised environments using a self-management treatment package. Journal of Applied Behavior Analysis, 25, 447–459.

    PubMed  Google Scholar 

  • Stern, J. (2000). Parent training. In J. R. White & A. S. Arthur (Eds.), Cognitive-behavioral group therapy: For specific problems and populations (pp. 331–360). Washington, DC: American Psychological Association.

    Google Scholar 

  • Strain, P. S., & Hoyson, M. (2000). The need for longitudinal intensive social skill intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, 116–122.

    Google Scholar 

  • Symon, J. B. (2001). Parent education for autism: Issues in providing services at a distance. Journal of Positive Behavior Interventions, 3, 160–174.

    Google Scholar 

  • Symon, J. B. (2005). Expanding interventions for children with autism: Parents as trainers. Journal of Positive Behavior Interventions, 7, 159–173.

    Google Scholar 

  • Sze, K. M., & Wood, J. J. (2007). Cognitive behavioral treatment of comorbid anxiety disorders and social difficulties in children with high-functioning autism: A case report. Journal of Contemporary Psychotherapy, 37, 133–143.

    Google Scholar 

  • Thomas, K. C., Morrissey, J. P., & McLaurin, C. (2007). Use of autism related services by families and children. Journal of Autism and Developmental Disorders, 37, 818–829.

    PubMed  Google Scholar 

  • Vismara, L. A., Colombi, C., & Rogers, S. J. (2009). Can 1 hour of therapy lead to lasting changes in young children with autism? Autism, The International Journal of Research and Practice, 13, 93–115.

    Google Scholar 

  • Vismara, L. A., & Lyons, G. L. (2007). Using perseverative interests to elicit joint attention behaviors in young children with autism: Theoretical and clinical implications for understanding motivation. Journal of Positive Behavior Interventions, 9, 214–228.

    Google Scholar 

  • Vismara, L. A., Rogers, S. J., Stahmer, A., & Griffith, E. (2008). Partners in Autism Research Studies (PAIRS): A university-community alliance program. 7th Annual International Meeting for Autism Research. London, England.

    Google Scholar 

  • Volkmar, F., Chawarska, K., & Klin, A. (2005). Autism in infancy and early childhood. Annual Review of Psychology, 56, 315–336.

    PubMed  Google Scholar 

  • Webster-Stratton, C., & Reid, M. J. (2003). The incredible years parents, teachers and children training series: A multifaceted treatment approach for young children with conduct problems. In A. E. Kazdin & J. R. Weisz (Eds.), Evidence-based psychotherapies for children and adolescents (pp. 224–240). New York: Guilford Press.

    Google Scholar 

  • Weiskop, S., Richdale, A., & Matthews, J. (2005). Behavioural treatment to reduce sleep problems in children with autism or Fragile X syndrome. Developmental Medicine and Child Neurology, 47, 94–104.

    PubMed  Google Scholar 

  • Wetherby, A. M., & Woods, J. J. (2006). Early social interaction project for children with autism spectrum disorders beginning in the second year of life: A preliminary study. Topics of Early Childhood Special Education, 26, 67–82.

    Google Scholar 

  • Wood, J. J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. A. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry, 50, 224–234.

    Google Scholar 

  • Wood, J. J., Piacentini, J. C., Southam-Gerow, M., Chu, B. C., & Sigman, M. (2006). Family cognitive behavioral therapy for child anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 314–321.

    Google Scholar 

  • Wood, H., Stahmer, A. C., & Conn, J. (2004, February). Provision and funding of early intervention programs for children with autism. Paper presented at the California Association for Behavior Analysis, San Francisco, CA.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Child and Adolescent Services Research Center (CASRC), University of California-San Diego, 3020 Children’s Way, MC 5033, San Diego, CA, 92123, USA

    Lauren Brookman-Frazee, Laurie Vismara, Amy Drahota, Aubyn Stahmer & Daniel Openden

Authors
  1. Lauren Brookman-Frazee
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Laurie Vismara
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Amy Drahota
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Aubyn Stahmer
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Daniel Openden
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lauren Brookman-Frazee .

Editor information

Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, 70803, U.S.A.

    Johnny L. Matson

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Brookman-Frazee, L., Vismara, L., Drahota, A., Stahmer, A., Openden, D. (2009). Parent Training Interventions for Children with Autism Spectrum Disorders. In: Matson, J. (eds) Applied Behavior Analysis for Children with Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-0088-3_14

Download citation

Publish with us

Policies and ethics

Search

Navigation