An Examination of Group Parent Training with Contextualized Coaching on Positive Parenting Practices

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dc.contributor.authorCohen, Dana, 1980-
dc.date.accessioned2010-08-21T00:06:29Z
dc.date.available2010-08-21T00:06:29Z
dc.date.issued2010-06
dc.descriptionxiii, 63 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractThere is some evidence to support the use of parent training with families with young children with developmental disabilities exhibiting challenging behaviors. However, not all caregivers respond to group parent training. The purpose of this paper is to describe a study examining the use of contextualized coaching with a group parent training with two high risk families. Maternal caregivers from both families participated in a group based parent training using a modified version of the Incredible Years curriculum provided by the local early intervention agency. A multiple baseline across behaviors research design was used to examine the relation between contextualized coaching and positive parenting practices. Contextualized coaching consisted of individualized, performance-based feedback, live modeling, and material support. Results indicate contextualized coaching was functionally related to increases in positive care-giving practices. Results are discussed in terms of applications for practice and future research in parent training.en_US
dc.description.sponsorshipCommittee in Charge: Dr. Erin Barton, Chair; Dr. Jane Squires; Gerry Morganen_US
dc.identifier.urihttps://hdl.handle.net/1794/10622
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, M.S., 2010;
dc.subjectParenting
dc.titleAn Examination of Group Parent Training with Contextualized Coaching on Positive Parenting Practicesen_US
dc.typeThesisen_US

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