Families of young children with intellectual and developmental disabilities (IDD) experience challenges that may be exacerbated by challenging behavior (CB) and a lack of specialized support services. While waiting for services, families must implement strategies on their own, while taking arduous steps to access supports to eventually meet their…

Functional communication training (FCT) is highly effective in reducing challenging behavior and increasing appropriate communication in children with developmental disabilities. However, the challenging behavior may re-occur following successful treatment with functional communication training when the functional communication response contacts…

Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social-emotional skills and challenging…

Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social-emotional skills and challenging…

Various types of augmentative and alternative communication systems have been successfully used to enable functional communication in children with developmental disabilities. The effects of such systems on natural speech production have also been investigated, but few studies have explored the effects of specific procedures aim at inducing…

Fetal alcohol spectrum disorder (FASD) is one of the most prevalent causes of developmental disability, impacting up to 2-5% of children in the United States. Yet, evidence-based treatments for individuals with FASD are notably limited, and individuals with this diagnosis have been very underrepresented in the empirical behavior analytic…

Background: Research has demonstrated that having an understanding of families' everyday routines is important when planning interventions, yet the nature of the information revealed by families about their daily lives has been scarcely documented. The aim of this study was to examine the concerns and priorities of families with a child with a…

Purpose: Research is only beginning to address the extent to which evidence-based parenting programmes have utility and merit within populations of children and families with neurodevelopmental disorders (NDD). The purpose of this paper is to evaluate a parent-focused intervention for families who have a child with a NDD and investigate whether…

The purpose of the analyses described in this report was to evaluate both the effects of two contrasting approaches to parent-provided child learning opportunities and the direct and indirect effects on both proximal and distal parent social-affective behavior and verbal appraisals. The participants were 71 children with significant developmental…

Children with 22q11.2 deletion syndrome exhibit high rates of social-behavioral problems, particularly in the internalizing domain, indicating an area in need of intervention. The current investigation was designed to obtain information regarding parent and teacher ratings of the social-emotional behavior of children with 22q11DS. Using the Child…

The study examined the effectiveness of Group Triple P, a Level 4 variant of the Triple P multilevel system of parenting support, with Chinese parents who had a preschool aged child with a developmental disability, using randomized controlled trial design. Participants (Intervention group: 42; Waitlist Control group: 39) completed measures on…

Research Findings: The objective of this research was to evaluate the effectiveness of Incredible Years Basic Parent Training (IYPT Basic) in a community clinic setting in Hong Kong. IYPT Basic is a Western program developed to promote children's academic, social, and emotional regulation skills and to reduce conduct problems among typically…

This study focused on the experience of parents concerned with child social behavior and the perception of bibliotherapy as an intervention. Using a qualitative phenomenological approach, four families raising children between the ages of 4-12 participated in a series of interviews. The children's social needs varied, but parent concerns were…

The transition to school may be particularly difficult for children with developmental disabilities and behavioral difficulties. Such children are likely to experience problems with self-regulation skills, which are critical to school adjustment. Additionally, inconsistent discipline practices and low parental involvement in children's schooling…

A three-tier intervention system was designed for use with parents with preschool children with developmental disabilities to modify parent-child interactions. A single-subject changing-conditions design was used to examine the utility of a three-tier intervention system in reducing negative parenting strategies, increasing positive parenting…