Northampton Electronic Collection of Theses and Research

Providing training in positive behavioural support and physical interventions for parents of children with autism and related behavioural difficulties

Preece, D. (2014) Providing training in positive behavioural support and physical interventions for parents of children with autism and related behavioural difficulties. Support for Learning. 29(2), pp. 136-153. 1467-9604.

Item Type: Article
Abstract: Though professionals working with children on the autism spectrum who display challenging behaviour routinely receive training in the use of both positive behavioural support techniques and physical interventions, such training is rarely provided for the parents of these children. This article reports on the impact of training provided for family members associated with eight children aged 7–11 years who were associated with the same special school. Participants were surveyed before and after training, and at a 12-week follow-up session. Data were triangulated by interviewing staff providing and supporting the training. The results suggest that attending the training increased parents’ confidence in understanding and managing the child’s behaviour, and reduced the use of physical interventions. Positive factors associated with parent training are discussed, as well as challenges to its provision, and the cost and potential impact of providing training is compared with other models of support. Limitations of the study and areas for further research are identified.
Uncontrolled Keywords: Autism, challenging behaviour, parent education, physical interventions
Creators: Preece, David
Faculties, Divisions and Institutes: Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date: 1 May 2014
Date Type: Publication
Page Range: pp. 136-153
Journal or Publication Title: Support for Learning
Volume: 29
Number: 2
Number of Pages: 18
Language: English
DOI: https://doi.org/10.1111/1467-9604.12053
ISSN: 1467-9604
Status: Published / Disseminated
Refereed: Yes
URI: http://nectar.northampton.ac.uk/id/eprint/10894

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