Abstract
Video analysis interventions that incorporate self-monitoring procedures may be an effective method for training parents; however, prior research with parents has been limited to in-person training. Using remote delivery to deliver parent training has the potential to increase accessibility. This study used distance technology to train parents on the use of video analysis procedures to increase self-selected instructional practices. Parents used goal setting, self-graphing, and reflection to self-monitor their use of instructional practices. Results from a changing criterion and two multiple-baseline designs indicated that video analysis was effective for changing parents’ instructional practices and that the effects generalized to a second target behavior and maintained in the absence of intervention. Additionally, results from a social validity survey indicated that parents found the intervention acceptable and feasible.
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The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant R324B160038 awarded to UNC-Chapel Hill and by the Office of Special Education Programs, US Department of Education, through Grant H325D110046 awarded to Texas A&M University. The opinions expressed represent those of the authors and do not represent those of the US Department of Education.
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Morin, K.L., Vannest, K.J., Hong, E.R. et al. Using Remote Delivery to Train Parents in Video Analysis Procedures. J Behav Educ 29, 354–381 (2020). https://doi.org/10.1007/s10864-019-09361-6
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DOI: https://doi.org/10.1007/s10864-019-09361-6