Abstract

Family stress is affected by a child's challenging behavior and by the disruption of family routines as a result of the child's disability. Therefore, families with children with disabilities need professional support as they work with their children to decrease their children's behavior problems and to reduce the level of parental stress. This study examines in-home training in Positive Behavior Support using the model of parent-professional collaboration. Parents of 35 children with disabilities and challenging behaviors participated in this research. All participants were on the state of Utah's Family Support waiting list. Graduate students provided behavioral education to families by completing a Functional Behavioral Assessment, developing appropriate interventions, and analyzing intervention data. Children with disabilities experienced a significant reduction in the frequency and severity of their problem behavior as a result of the interventions. There was not, however, a significant increase in parents' perceptions of their limit setting skills nor parental support received. The results of this project may provide motivation for special educators, school psychologists and other specialists to collaborate more with parents in the education of their children with disabilities.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2008-03-28

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd2357

Keywords

Positive Behavior Support, family, disabilities

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