Continuing Education Eligibility (Included):
2 BACB Learning
2 QABA General (In-person)
APA: 2 General (Home Study)
We walk the walk, but do we talk the talk? As clinicians, do we speak with parents or with them? Is it effective in motivating them to adhere to interventions or do you find that sometimes they inhale and exhale at the sight/sound of parent training sessions?
Research shows that parents who receive parent training obtain better outcomes out of their children’s treatment, decrease their overall expenditures in therapy and become empowered to maintain these behavior changes over time. However, while parents are bringing their children to treatment (which is indicative of their desire to find help, unless, of course, they are mandated by the court), it is still a challenge to help parents follow through with interventions at home. Without addressing the etiology of parents’ non-adherence or lack of consistency in treatment, it is impossible to help them move past these barriers. It has been found that parents’ and clinicians’ communication with one another supports whether parents will adhere to treatment. Surprisingly as clinicians in this field, we are not trained on how to effectively communicate with clients. Sure, we learn the theory; we practice and practice some more, and we even read and write about it. But is that enough?
A proposed solution for this is Motivational Interviewing which is an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance users, medication adherence in patients, and training teachers and caregivers on behavior modification techniques for children with developmental disabilities. MI uses change talk strategies to increase cooperation and therefore decrease resistance.
This workshop discussed private events as Skinner defined them and as they relate to MI strategies. An ABA conceptualization of motivation was offered and an illustration using the “ABC” model, of how resistance is created and maintained due to the clinician’s communication patterns. We also presented the proven strategies of MI to decrease resistance and foster a collaborative working alliance between parents and clinicians. The Transtheoretical model (stages of readiness) was discussed as it relates to the momentary effects of motivating operations. We used videos and audio of an MI session, clinical examples, and live exercises to convey these main points. Active participation in this training is a MUST! As part of your participation, you will automatically enter into a raffle where you may win a free Manual on how to use MI in ABA sessions.
Date: Wednesday, September 30, 2020
Presenter: Dr. Monica Gilbert, Psy.D., BCBA-D, LMHC
Learning Objectives and Outcomes:
- Assess parent’s motivation based on the trans-theoretical model and use different proven measures
- Provide examples of effective change talk strategies to develop and build collaborative relationships with parents;
- Conceptualize motivation from an ABA perspective
- Identify traps that harm clinician-parental relationships;
- Describe key features of MI
- Measure change talk vs. counter-change talk
- Identify key features necessary for building a cooperative relationship between caregivers and clinicians
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