Reducing Parent Stress through Effective Parent Training Catalog

ATTENTION BCBAS.

Is Your PARENT TRAINING Effective? Find Out If You’re Putting Your Reputation at Risk!

Plus earn 1 Learning Type CEU

After MONTHS of parent training, this one mother was still at risk of being seriously injured by her children.

And I felt like a failure.

I did what I always did. I set parent training goals that aligned with the interventions we used in sessions for her two autistic children. That’s what I was taught to do – and probably what you were taught to do too!

But it just wasn’t working.

Although they were sweet kids, they often engaged in aggression, self-injury and property destruction. The younger one dislocated her knee during a tantrum from kicking her feet on the floor. The older one created dips in the floor from his jumping. Both used communication apps and constantly demanded their favorite foods and activities. Although this was something we taught them as part of mand training, it resulted in their mother constantly catering to their whims.

They antagonized each other and triggered tantrums that caused the neighbors to call the police out of concern. If the doors and windows weren’t locked with a key, the younger one would get out and wander around town. She was found at the local library more than once.

And I wasn’t able to help them.

At least not at first.

My parent training goals for the mother involved helping her understand the function of her children’s behavior. I knew things needed to change at home for their behavior to get better. I wanted her to see how her behavior reinforced some of the challenging behavior I wanted to reduce from her children. I taught her to use some of the interventions we used during sessions. These were goals that my supervisor and I determined based on the current treatment plan. It’s how we always set goals.

But this approach doesn’t work.

Frustrated and ready to give up, I decided to dramatically change my approach. Rather than starting with what I thought should be taught, I began learning what was important to the mother. I asked her why she wasn’t using the interventions we used during sessions. She told me she just didn’t see how she could use the interventions I recommended or how they were going to help.

Through our conversations, I learned that she valued watching her children become more independent. And that she was really worried about what would happen to them as she got older. Changing the challenging behavior didn’t address any of these things. I needed to take a new approach that took into consideration the skills and behaviors that were most important to her.

I went back to my training plan and took a fresh approach, one that focused on skills she wanted her children to learn – not the ones I wanted to teach. Almost immediately she started putting what we covered in training into practice.

Situations like this happen every day in our field. Through my experience I know that if we, as a profession, change our approach to parent training we can make an even greater impact on our clients’ lives. This is why I’ve put what I’ve learned into a repeatable framework anyone can use. One that actually works.

The Problem with Parent Training

You know that getting parents to use ABA strategies at home is the most effective way to make serious gains with your clients. But because parents are already overwhelmed, the reality is grim:

Many parents simply attend ABA parent training sessions out of obligation without actually changing what they do outside of sessions.
Even those who do use some of the strategies, this change is often short-lived.
Meaning your clients don’t receive the intended benefit of parent training.

But that’s not the end of it—the problem’s actually worse than that!

You spend endless hours scheduling and rescheduling parent training sessions, trying to come up with strategies that will get them to follow through.
Most parents don’t see how they can use the strategies you suggest, so it’s a waste of your time and resources to continue as you are.
Plus, you’re billing insurance companies for a service that’s not generally effective.

Parent training as we know it just doesn’t work – and your reputation is on the line!

Luckily for you, there’s now a program to help you provide EFFECTIVE parent training. Introducing Reducing Parent Stress through Effective Parent Training:

3 20-minute lessons with actionable steps you can use with parents right from the start
Identify the main sources of parent stress
Describe how the PIC/NIC analysis of reinforcer effectiveness applies to parent training
Describe the main reasons parents fail to follow through with BCBA recommended interventions
List the 4-steps for effective parent training
Find training and support for developing professional relationship skills
Access tools for assessing parent stress and parent use of ABA strategies
Create or choose a curriculum for parent training

But, I’m getting ahead of myself. Hi, my name is Amelia Dalphonse. By now, you’re probably wondering…who am I and how can I make these claims?

Like you, I’m a BCBA. I work with autistic children and their families to help them achieve their highest potential.
My passion is helping parents experience success and I have over 13 years of experience helping parents reach their goals.
Because of my own struggles getting parents to engage in training, I have invested tons of time experimenting with different tactics to get parents involved in services.
I took my top tips and strategies and used them to create Reducing Parent Stress through Effective Parent Training.

What’s Included with Reducing Parent Stress through Effective Parent Training?

Reducing Parent Stress through Effective Parent Training provides a unique, actionable plan to foster a partnership with parents that leads to increased engagement in training and a willingness to use ABA strategies with their child.

WITH REDUCING PARENT STRESS THROUGH EFFECTIVE PARENT TRAINING

Act now, and you can get Reducing Parent Stress through Effective Parent Training for half price – plus get 4 exclusive bonuses!

BONUS #1:
Course Transcripts

Download the transcripts for the entire course to help you follow along with the training.

BONUS #2:
Responding to Concerns of Parents Scripts

Many parents have concerns about ABA in general, and the need for parent training. These scripts provide proven language to help you navigate these difficult conversations.

BONUS #3:
Overcoming Objections Workbook

Learn to overcome the top 3 objections to parent training to get better results for your clients.

BONUS #4:
ACHIEVE Parent Curriculum Sample Chapters

Three of the best chapters from our ACHIEVE Parent Training Curriculum.

Because I want each of you to feel the excitement – and the relief – that comes with fixing the problems with effective parent training, I’m offering Reducing Parent Stress through Effective Parent Training for just $20!

Frequently Asked Questions

How is the training different from a regular CEU course?

The training is broken into 3 20-minute lessons, each with actionable steps so you can immediately put what you’re learning into practice. This training puts the focus on DOING instead of just LEARNING.

Will I get a certificate of completion?

Once you complete all of the 3 lessons, including the quizzes, you will receive a certificate granting you 1 general learning BACB CEU.

How many CEUs do I earn by completing the training?

You will earn 1 Learning Type CEU

How long do I have to complete the training?

Once you buy the course, you are free to complete it whenever you like.

Assessment:

Domain:

Milestone:

wdt_ID	Skill Type	Assessment	Domain	Level	Milestone	Goal	Medical Necessity Criteria	Targets	Measurement	Recommendations	Teaching Ideas
1	Communication	VB-MAPP	Mand	1	1M	LEARNER will mand for 2 preferred items using a visual, sign or verbal approximation.with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
2	Communication	VB-MAPP	Mand	1	2M	LEARNER will emit 4 different mands for preferred items using a visual, sign or verbal approximation with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
3	Communication	VB-MAPP	Mand	1	3M	LEARNER will generalize 6 mands using a visual, sign or verbal approximation across 2 people, 2 settings, and 2 different examples of a reinforcer with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
4	Communication	VB-MAPP	Mand	1	4M	LEARNER will spontaneously emit 5 mands in 60 minutes using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
5	Communication	VB-MAPP	Mand	1	5M	LEARNER will emit 10 different mands using a visual, sign or verbal approximation across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves as a replacement for maladaptive behavior maintained by access or escape. Manding allows LEARNER to access preferred items or escape non-preferred situations using language rather than maladaptive behavior.		% independent or rate	Since manding requires motivation to be present and motivation changes depending on EOs and AOs, avoid specific targets. Instead focus on % independent when LEARNER demonstrates motivation (i.e. reaches for the object) or calculate rate of independent mands. Consider asking staff to keep a list of items LEARNER demonstrates motivation for and using tally marks to mark opportunities for mand training.	Mand-Create opportunities throughout the day for LEARNER to make requests. Place items in sight but out of reach or in containers. Give LEARNER only a part of what he needs to complete an activity. When giving him toys with multiple parts or edibles, give him only a few pieces at a time to create multiple opportunities to mand. Ask questions about attributes such as “what color block?” Or “do you want the big cookie or the little cookie?”
6	Communication	VB-MAPP	Tact	1	1M	LEARNER will tact 2 reinforcing items with echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Manding serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
7	Communication	VB-MAPP	Tact	1	2M	LEARNER will tact any 4 items without echoic or imitative prompts across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Mommy Daddy Brother Sister Dog	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
8	Communication	VB-MAPP	Tact	1	3M	LEARNER will tacts 6 non-reinforcing items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Cup Shoe Hat Spoon Chair Bed	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
9	Communication	VB-MAPP	Tact	1	4M	LEARNER will spontaneously tact 2 different items in 60 minutes across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.		Rate	When creating goals for spontaneous behavior, avoid the use of specific targets. Instead, consider using rate data	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.
10	Communication	VB-MAPP	Tact	1	5M	LEARNER will tact 10 items across 2 people and 2 settings with 80% independence for 3 consecutive sessions.	Tacting serves to build beginning social and conversation skills as well as early joint attention. These skills reduce escape-maintained behavior by teaching skills needed for successful participation in activities with others.	Ball Car Cat Bowl Cow Book Mickey Shirt Train Baby	% independent	If targeting vocal tacts, choose targets that include sounds currently within the LEARNER’s vocal repertoire.	Tact-During structured activities such as mealtime or group activities, ask questions about what LEARNER sees. During play, incorporate some of LEARNER’s favorite objects in new or unique ways such as putting the iPad in the hands of a teddy bear. Use this as an opportunity to tact “bear” or “iPad.” As LEARNER develops more advanced tacting skills, encourage longer utterances.