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The Effect of Parent-implemented Functional Communication Training on Challenging Behavior and Communication: A Meta-analysis
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Effect of Parent-implemented Functional Communication Training on Challenging Behavior and Communication: A Meta-analysis. |
| 개인저자 | Pennington, Brittany. |
| 단체저자명 | University of Minnesota. Educational Psychology. |
| 발행사항 | [S.l.]: University of Minnesota., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 142 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085607865 |
| 학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Wolff, Jason J. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | A high proportion of people with developmental disabilities engage in challenging behavior compared to the general population (McClintock, Hall, & Oliver, 2003). Functional Communication Training (FCT) is an is an evidence-based intervention to address challenging behavior (Heath et al., 2015), but many people remain unable to access effective interventions like FCT. One strategy to increase access is to train parents to be interventionists for their children. The present study is a meta-analysis of studies examining parent-implemented FCT. Procedures were registered with PROSPERO prior to data extraction (Registration # CRD42018100912, Pennington, 2018). The study addresses the following questions: (1) What is the overall effect of parent-implemented FCT on challenging behavior and communication? (2) What are the characteristics of participants, implementers, and interventions in parent-implemented FCT studies, and to what extent do those characteristics moderate outcomes? (3) Do parents implement FCT with fidelity, and how were parents trained or coached? and (4) To what extent do included studies meet quality indicators? I used a multi-level, mixed effects meta-analysis to examine the effects of parent-implemented FCT on challenging behavior for 53 participants in 21 studies, and on communication for 29 participants in 14 studies. Overall, FCT had a moderate to large effect size for reducing challenging behavior and a large effect size for increasing communication. No significant moderators were found for participant or coaching characteristics. For intervention characteristics, implementing the intervention in natural settings was significantly associated with an increased effect size. These results indicate that parent-implemented FCT is an effective intervention across various participant, intervention, and coaching characteristics. |
| 일반주제명 | Educational psychology. Special education. |
| 언어 | 영어 |
| 바로가기 | 
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