Abstract(s)
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.