Using interactive web training to teach parents to select function-based interventions for challenging behaviour : a preliminary study
dc.contributor.author | Marleau, Brigitte | |
dc.contributor.author | Lanovaz, Marc | |
dc.contributor.author | Gendron, Alexie | |
dc.contributor.author | Higbee, Thomas S. | |
dc.contributor.author | Morin, Diane | |
dc.date.accessioned | 2019-11-13T15:30:13Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2019-11-13T15:30:13Z | |
dc.date.issued | 2018-05-10 | |
dc.identifier.uri | http://hdl.handle.net/1866/22418 | |
dc.publisher | Taylor & Francis | fr |
dc.subject | Behavioural intervention | fr |
dc.subject | Challenging behaviour | fr |
dc.subject | Developmental disability | fr |
dc.subject | Online training | fr |
dc.subject | Parent training | fr |
dc.title | Using interactive web training to teach parents to select function-based interventions for challenging behaviour : a preliminary study | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des arts et des sciences. École de psychoéducation | fr |
dc.identifier.doi | 10.3109/13668250.2018.1464281 | |
dcterms.abstract | Background: Children with developmental disability often engage in challenging behaviour, which may require that parents implement behavioural assessments and interventions. The purpose of our pilot study was to examine the effects of an interactive web training (IWT) to teach behavioural function identification and intervention selection to parents. Method: Twenty-six parents of children with developmental disability responded to function identification and intervention selection tasks on clinical vignettes before and following IWT. We also measured social validity and the duration of training. Results: Our results show that parents were more accurate in the identification of behavioural function and selected more adequate interventions following IWT. On average, parents spent less than 2.5hr to complete IWT and rated it positively. Conclusions: The IWT appears to be a viable tool to teach parents about function-based intervention, but additional research is needed to examine whether it translates to changes in parental practices and child behaviour. | fr |
dcterms.isPartOf | urn:ISSN:1366-8250 | fr |
dcterms.isPartOf | urn:ISSN:1469-9532 | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | Marleau, B., Lanovaz, M. J., Gendron, A., Higbee, T. S., & Morin, D. (2019). Using interactive web training to teach parents to select function-based interventions for challenging behaviour: A preliminary study. Journal of Intellectual & Developmental Disability, 44, 492-496. doi: 10.3109/13668250.2018.1464281 | fr |
UdeM.VersionRioxx | Version acceptée / Accepted Manuscript | fr |
oaire.citationTitle | Journal of intellectual and developmental disability | |
oaire.citationVolume | 44 | |
oaire.citationIssue | 4 | |
oaire.citationStartPage | 492 | |
oaire.citationEndPage | 496 |
Files in this item
This item appears in the following Collection(s)
This document disseminated on Papyrus is the exclusive property of the copyright holders and is protected by the Copyright Act (R.S.C. 1985, c. C-42). It may be used for fair dealing and non-commercial purposes, for private study or research, criticism and review as provided by law. For any other use, written authorization from the copyright holders is required.