Teaching Parents Skill Acquisitions & Maintenance Introduction · What is parent training? (definition and examples/personal experiences) (2 mins, 200 words) · Define skill acquisition with examples/personal experiences (1.5 mins, 150 words) · Define “Mastered Skills” (1 min, 100 words) · Define Maintenance with examples/personal experiences (1.5 mins, 150 words) Implementation · Explain how to implement skill acquisition (echoics, compliance, following instructions, Daily Living Skills, etc.) (3 mins, 300 words) · Explain how to implement Maintenance after a skill has been mastered (2 mins, 200 words) Importance · Explain importance of continuing skill acquisition techniques/programs when ABA therapist is not present (2 mins, 200 words) · Explain importance of continuing maintenance techniques when ABA therapist is not present (2 mins, 200 words) Control and management of disruptive behaviors Introduction . ASD diagnosis synthesized features, (what our family’s needs to know about our child.) . Disruptive behaviors and serious behavioral problems in the context of everyday life with the parents. Development keys for parent training . What is causing the disruptive behavior (Based on information from Functional assessment), Function of behavior. Examples about functional behavior. . A-B-C Model (Use a practical example, about your own experiences on the field). Antecedent: Prevention strategies . Antecedent manipulation (Two examples, Functional communication teaching, across a video, and Momentum behavioral, video). . Teach how to recognize that the behavior is predictable and identifiable (precursor to behavior) (use an example from your own experiences). . A timer as visual sign indicate that the children must transition to other activity when the activity is over. Use an example. . Behavior: Didactic instruction on specific techniques, role play and model. (Ex. breathing, countdown). Use your examples across pictures. . Consequence: Positive reinforcement of appropriate behaviors and delivery. Teach the parents what, where, when delivery and the appropriate behaviors which we reinforcer. Use a preferred activity contingent to no preferred activity, (first-then) Use examples from your experiences with videos. . Provide direction for parents in action- responses. Tools for serious behaviors that arise. Examples (prepare an area at home as safe place, when the child involve a SIB, and the child can hurt himself or the family). . Benefit from stimulus control strategies and control behavior. Use a visual example about the behavior response can change a front a stimulus and no with others. Use a visual diagram for the example. Presentation. Visual (workshop, diagrams, videos and pictures) Running head: PARENT TRAINING 1 2 Running head: PARENT TRAINING .

1. Teaching Parents Skill Acquisitions & Maintenance
Introduction
· What is parent training? (definition and examples/personal
experiences) (2 mins, 200 words)
· Define skill acquisition with examples/personal experiences
(1.5 mins, 150 words)
· Define “Mastered Skills” (1 min, 100 words)
· Define Maintenance with examples/personal experiences (1.5
mins, 150 words)
Implementation
· Explain how to implement skill acquisition (echoics,
compliance, following
instructions, Daily Living Skills, etc.) (3 mins, 300 words)
· Explain how to implement Maintenance after a skill has been
mastered (2 mins, 200 words)
Importance
· Explain importance of continuing skill acquisition
techniques/programs when
ABA therapist is not present (2 mins, 200 words)
· Explain importance of continuing maintenance techniques
when
ABA therapist is not present (2 mins, 200 words)
Control and management of disruptive behaviors
Introduction
. ASD diagnosis synthesized features, (what our family’s needs
to know about our child.)
. Disruptive behaviors and serious behavioral problems in the
context of everyday life with the parents.
Development keys for parent training
. What is causing the disruptive behavior (Based on information

2. from Functional assessment), Function of behavior. Examples
about functional behavior.
. A-B-C Model (Use a practical example, about your own
experiences on the field).
Antecedent: Prevention strategies
. Antecedent manipulation (Two examples, Functional
communication teaching, across a video, and Momentum
behavioral, video).
. Teach how to recognize that the behavior is predictable and
identifiable (precursor to behavior) (use an example from your
own experiences).
. A timer as visual sign indicate that the children must transition
to other activity when the activity is over. Use an example.
. Behavior: Didactic instruction on specific techniques, role
play and model. (Ex. breathing, countdown). Use your
examples across pictures.
. Consequence: Positive reinforcement of appropriate behaviors
and delivery. Teach the parents what, where, when delivery and
the appropriate behaviors which we reinforcer. Use a preferred
activity contingent to no preferred activity, (first-then) Use
examples from your experiences with videos.
. Provide direction for parents in action- responses. Tools for
serious behaviors that arise. Examples (prepare an area at home
as safe place, when the child involve a SIB, and the child can
hurt himself or the family).
. Benefit from stimulus control strategies and control behavior.
Use a visual example about the behavior response can change a
front a stimulus and no with others. Use a visual diagram for the
example.
Presentation.
Visual (workshop, diagrams, videos and pictures)

3. Running head: PARENT TRAINING
1
2
Running head: PARENT TRAINING
Parent Training
Shaping Effective Communication Skills Article
Communication is a vital tool in any society and the ability to
make everything run smoothly depends on the kind of
communication framework that has been put in place. In this
article, the study done by Grover, 2005) on effective
communication skills and the relationship that exists between
communication and therapeutic work. The author emphasizes
on the significance that communication plays in ensuring that
nurses have an easy time in discharging their duties.
The author`s objective in this article is to highlight some of the
key components of communication. The article focuses on what
takes place for the effective communication that’s required at
the occupational health employees, professionals in different
settings, and the employers. The primary objective of the author
in this article is to provide an exploration of the key
components of effective communication and the therapeutic
relationships that exist in the working environment.
The author has highlighted some of the key components of
communication in working place. These are such as, listening
ability in which an individual is expected to listen keenly
without interrupting, asking of questions both open-ended and
closed-ended questions, giving clarifications whenever the need
arises, use of paraphrasing to make passage of information
easier and effective, use of facilitators, understanding and
assessing the use of nonverbal and understanding when to
remain silent during a conversation. The author believes that
these are crucial components that must be adhered to for
effective communication to take place at the working place.
Besides that, (Grover, 2005) also identifies some variables that

4. affect effective communication to take place among employees,
employers, and professionals. These are such as issues of trust
in which some mistrust might make some employees not to be
used in passing some information, hierarchy is also another
factor that makes a variation in the communication, context in
which communication is taking place and the empathy that one
might have over the issue of discussion. These are factors that
are likely to affect the efficiency in communication.
Finally, the author acknowledges that even though an
organization and people can put in place effective and key
components of communication there are also instances when
conflicts might arise. Therefore, the author calls for the ability
to understand each other, means of communication, and the
ability to put into practice to make it easier for communication
to be effectively done. Therefore, this makes it important that
leaders understand effective means of communication in which
he/she can solve the conflict and take disciplinary action.
I agree with the study done by (Grover, 2005) in which he has
highlighted some of the essential components of communication
that also create the relationship required in a working
environment. Employees, employers, and the therapeutic
professions must have the key components of communication
that would always ensure that there is effective communication
between the parties. Failure to have a communication plan and
schedule would only result in making the situation worse. For
instance, it times of dealing with conflicts, determining the
disease that a patient suffers from it’s only the use of effective
communication skills that would result in achieving the desired
goals. Therefore, I believe that (Grover, 2005) has captured
some of the essential tools in communication that should always
be adhering to by the professionals.
Parent Training Interventions Article
(Beaudoin, Sébire & Couture, 2019) in their article, Parent
training interventions for toddlers with autism spectrum
disorder they address one of the major challenges that parents

5. dealing with their children that have been born with Autism
Spectrum Disorder (ASD). ASD is a disorder that’s
characterized by having poor social interaction and
communication difficulties for the children that have been
diagnosed with this disease. Therefore, communication and
interaction being a challenge between parents and their children
it becomes difficult to even help such children. However, these
researchers set out to train the parents in effective ways in
which they can communicate with their loved ones. The main
aim of these researchers is to provide an appropriate alternative
for communication and socialization between parents and their
ASD children in the process of developing the children's socio-
communicative skills that are essential in their life.
Besides that, it’s important to note that the research is driven
mainly by two objectives. These are; the use of parents’
interventional methods to create a communication channel
between parents and their children aged below three years
suffering from ASD condition. Secondly, the research also
aimed to establish the impacts that the use of these parent
intervention methods have on the social interaction and
communication between parents and the ASD children, the well-
being of the children, development in communication and
interaction, and overall parent-children interaction despite the
children condition.
To achieve their objectives, (Beaudoin, Sébire & Couture, 2019)
used a systematic search method in which they identified
parents and their children below three years of age who are also
diagnosed or suspected to be suffering from ASD condition.
The parents were then trained on the effective ways of ASD-
specific techniques of interacting with their toddlers. The
studies were repeated 15 times with a total number of
approximately 480 children aged below three years being used
in the study.
The article goes further to indicate that the results were
impressive, as most of the parents were able to initiate the
trained techniques in their interactions with their children.

6. However, the results showed that there were no effective
concluding results on the relation between the wellbeing of the
children, their socio-communicative skills development, and the
overall parent-child interaction as expected.
In this regard, considering the conclusion made from the results
obtained from the research and the objectives of the study the
researchers did not achieve their objectives. This was very vital
research in the quest by researchers to develop an ASD-specific
technique that could be used in improving the overall social life
of the ASD children in society while also improving the well-
being of the parents. However, because of various factors, the
research was not effective enough and the researchers did not
achieve the goals that they targeted.
The authors of this article have also a general perception of the
fact that there are no already established means of interaction
that exists between ASC children and their parents and those
close to them. The authors worked on the research with the
perception that these children have difficulty interacting and
communicating with people. As a result, their research started
from scratch, in which they could have inquired from parents on
the most effective ways that they have often used to
communicate with their beloved children.
I agree with these researchers that there is a need to improve the
interaction between parent-child among children affected by
ASD, there is a need to initiate appropriate measure that will
make these children have a normal social life. However, I
disagree with the way they conducted their research on the
matter. They could have at least tried to determine the already
existing measures of communication that parents use to
communicate with their children. It’s from the data obtained
from this research that they could have used to improve the
relationship between parents and their children, parent-child
interaction, and overall wellbeing of the parents in dealing with
their children`s disorder.
Parents` Perception of Autism Article
Autism remains one of the most understudied diseases in the

7. world. Public awareness about the condition is limited making it
difficult for effective decision making when the need arises. In
this case, the study was done by Quilendrino et al. (2015) in
their article of Parents’ perceptions of autism and their health-
seeking behaviors provides a clear image of the trends of
behaviors about the awareness of the disease. These researchers
researched to determine the relationship that exists between the
perceptions that parents have over autism disease in children
and how they respond to the treatment methods initiated, there
is also the consideration of the myths that parents have always
had over the disease.
Therefore, these researchers set out to conduct this research on
the perceptions that parents have over this condition and the
treatment measures that have been put in place. The main
objective of their study was to describe the parental perceptions
on autism condition and the pattern in health-seeking behaviors
for the condition among the Filipino parents in an urban setting
with the study targeting children of age ranging between 2 years
old to 6 years children.
The article addresses one of the most controversial issues that
have been ignored over the years. The public is misinformed on
the issue of autism in society, as a result, to conduct the
majority of the data about the diseases and the perceptions that
parents have over the disease, these authors used various
methods of research to get as much data as possible. For
instance, the study was done in a cross-sectional manner
through various phases. The first phase of data collection was
done through the collection of qualitative data in which key
informant interviews were done and followed with a collection
of data from small groups of parents. In the second phase of
data collection, there was the formation of a questionnaire
which was distributed to 41 parents that had their children
suffering from autism, the parents that were targeted in this
research were those that have children aged between 2 to 6
years.
The results obtained by these researchers in this article show

8. varying a trend. Parents had various beliefs and understanding
of autism disease. However, with recent advances,
inaccessibility of information parents was beginning to
understand the disease and they acknowledged that at least there
was no relation between the disease and family sins, lineage,
and curses. The results also show that the most common
agreement made by most of the parents was a qualitative
impairment in social interaction by children suffering from
autism. This at least shows that the research was somehow
successful in making parents understand the disease and how it
affects their children.
The authors summed up their research by agreeing that at least
there is a growing understanding of the disease by the parents
and the needs of the children. The myths and earlier beliefs that
parents had over the disease are gradually challenging but there
is still some misunderstanding about the disease. However, the
observable trend on the behaviors of the patients and parents
has provided a clear picture of the perceptions that parents have
always had over the disease and how the trend has changed over
the years.
I agree with the research that has been conducted by
(Quilendrino et al. 2015). Autism is one of the diseases that the
general public has little knowledge about it. Over the years
there has been a lot of misinformation about the disease. The
recent studies and easy accessibility to information have been
the major turnaround about the misinformation on the disease
people have been become informed at least there is gradually an
understanding of the disease in minors. I also acknowledge the
methods of research that were used in this research to ensure
that there is an effective collection of data that provides a clear
picture of what’s taking place in society.
Training Parents to Manage ASD Children Article
Children affected with autism spectrum disorder usually face a
rough time in interacting and communicating with other people
in society. The study done by (Ingersoll& Dvortcsak, 2006)
shows that there is a need for the training to be offered to the

9. parents by the teachers so that they can have an easy
understanding of how to relate and communicate with their
children. The social life aspect is one of the vital aspects of any
individual and missing such aspects in one`s life is likely to
cause severe challenges later in life. Therefore, these
researchers conducted their research with the emphasis on the
need to train parents on how to communicate and have a perfect
parent-child interaction.
The author thus advocates for the use of various methods to
train parents on how they can interact and communicate with
their children. One of the most effective ways of training
parents is the naturalistic interventional methods in which
young children suffering from autism are taught the language of
communication, use of gestures and some essential ways in
which they can always pass information thus making it effective
in the interaction between parents and children suffering from
autism disorder. The study by (Ingersoll& Dvortcsak, 2006) also
shows that the use of the naturalistic approach comes with
various benefits for the suffering children and their parents. The
method allows easier communication to take place with the peer
interactions being made possible, improved play skills among
these children. The method also leads to improved
generalization, maintenance, and use of skills as compared to
most of the structured learning skills.
Besides that, there is also the use of the developmental, social
pragmatic approaches to train the parents on the way to develop
their child's socio-communicative skills. The DSA methods are
usually not as productive as it’s the case for the naturalistic
approach. The method has traits such as following the interests
of the child, the environment is set in a way that’s possible to
encourage the young ones to learn, the communicative attempts
all that are used in communication are usually responded as
meaningful reasons of communication and finally, the language
used is simple to make the child learn.
The article also highlights instances when the methods of
training might be combined to ensure that the learning of the

10. child is made efficient. The author advocates for the trainers to
use all possible means to ensure that there is effective learning
by the parents so that there can be improved interaction between
parent-child, the parents can be well and satisfied with the
development of their young ones especially those suffering from
autism spectrum disorder.
The training program that the authors' advocate involves the use
of two phases. The phase is the personal and individual training
in which the parent has to self-train on the best ways in which
he/she communicates with their loved one. The second program
entails the use of teachers, the professionals to train parents so
that they can always understand the most appropriate ways in
which they can relate with their children and improve the
interaction and socio-communicative skills that these children
highly require.
I believe that the authors of this article have captured some of
the essential tools required in the management of autism
disorder in society. The authors have provided various
approaches of training parents that if put into practice have
proven essential in improving parent-child interaction,
communication with the peers, and overall socio-communicative
skills of the ASD children in the community. Therefore, I
believe that this is an essential source that can be used in any
research due to the effective approaches that have been used in
the study.
References
Beaudoin, A. J., Sébire, G., & Couture, M. (2014). Parent
training interventions for toddlers with an autism spectrum
disorder. Autism Research and Treatment, 2014, 1-15.
DOI:10.1155/2014/839890
Grover, S. M. (2005). Shaping effective communication skills
and therapeutic relationships at work: The foundation of

11. collaboration. AAOHN Journal, 53(4), 177-182.
DOI:10.1177/216507990505300408
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(2), 79-87.
DOI:10.1177/10983007060080020601
Quilendrino, M. I., Castor, M. A., Mendoza, N. R., Vea, J. R.,
& Castillo-Carandang, N. T. (2015). Parents’ perceptions of
autism and their health-seeking behaviors. Clinical
Epidemiology and Global Health, 3, S10-S15.
DOI:10.1016/j.cegh.2015.11.003