They do that for attention-what’s a caregiver to do!

Session B2-6

Both caregivers and therapists want to increase their positive interactions with their children and clients. But interactions often err on the side of demand or reprimands. Caregivers and therapists attempt to rectify the imbalance with praise and enthusiasm that can feel unsustainable, especially to a parent. Yet, all evidence-based parent training emphasize the importance of teaching parents to attend to appropriate behavior at a higher rate than problem behavior. This coincides with the fact that many interventions for problem behavior include a form of “differential reinforcement”, often of attention for appropriate behavior versus inappropriate behavior.  A skilled therapist may be able to implement differential reinforcement, but it can be difficult to train parents to use differential attention in their everyday lives. This workshop establishes operationally defined verbal behavior components of attention skills and methods to apply and teach these skills. Behavior analysts, therapists, technicians and parents can use these skills to differentially reinforce attention-maintained behavior as replacement for attending targeted problem behavior. These skills can also be used to build rapport and strengthen relationships. Trainers will review the research on the effectiveness of this training protocol and will provide opportunities to practice, both the attending skills and the data collection procedures. Participants will be able to use these skills and teach parents to use them by the end of the workshop.

Participants will be able to:

  1. Learn new, operationally defined attention skills for use in differential reinforcement of attention-maintained behavior to increase skills in attending appropriate behavior
  2. Opportunity to Practice utilizing the new attention skills in role playing scenarios.
  3. Learn teaching strategies for therapist doing parent training, data collection and mastery criteria for training parent’s attention skills using discrete trials of play periods with children.
  4. Learn new way to increase caregiver/therapist/trainer’s repertoire of attention skills for use in differential attention protocols.
  5. Learn the difference between demand attention, joint attention, and positive attention to increase appropriate behavior, as well as to develop mutual rapport between stakeholders in the interaction dyad.
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