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Presented at the 17th Annual Research Conference

Graduate Training in Parent Professional Partnerships: A Training Model That Impacts Children's Mental Health

Download Handouts: 2.4mb pdf

Session Number: 56 Room: Salon J

Presenting: Susan McCammon; Sandra Spencer; Leanne Pitts; Jeannie Golden; Johanna McDonald

All Authors for this paper: Susan McCammon; Sandra Spencer; Leanne Pitts; Jeannie Golden; Johanna McDonald

Presentation Type: topical discussion

Synopsis: Parents of children with serious emotional disturbance have traditionally been involved in their children's services as service recipients (family therapy) or targets for change (parent training). A more contemporary model involves parents as partners in the treatment or service planning and delivery process. This Topical Discussion will center around implementing a training model and will include examples of the ways in which an applied behavior analysis track within a university graduate Psychology training program incorporates a parent-professional partnership model. Data will be summarized from work with families which reveal improvement in child behaviors resulting from this parent-professional partnership.

Date: Tuesday, March 2, 2004

Session Time: 4:45 PM - 5:45 PM

Partnerships for Treating Children with Autism

Download Handouts: 2.4mb pdf

Session Number: 56 Room: Salon J

Presenting: Leanne Pitts; Jeannie Golden

All Authors for this paper: Leanne Pitts; Jeannie Golden; April Nolan; Rebecca Hanes; Andrea Rodgers; Scott Cross

Presentation Type: topical discussion

Synopsis: Parents of children with autism have traditionally been blamed for their child's disorder or told that they would need to accept the prognosis of having a child with a lifelong disability. Many of these parents have decided to seek their own information and resources and become an advocate for their child. A graduate training program offers experience and training for graduate students to work collaboratively with these parents in receiving training, providing therapy, and advocating for the child side-by-side as partners. The professional (supervising professor from the University) has an ongoing collaborative relationship with parents of children with autism. This professor provides opportunities for graduate students to work with these parents and in their children in their home as part of their internship experience. In addition to classroom instruction, the graduate students observe collaborative relationships and get first-hand experience working in partnership with parents.

Date: Tuesday, March 2, 2004

Session Time: 4:45 PM - 5:45 PM

Partnerships for Treating a Child with Cerebral Palsy and Behavioral and Emotional Difficulties

Download Handouts: 2.4mb pdf

Session Number: 56 Room: Salon J

Presenting: Jeannie Golden

All Authors for this paper: Jeannie Golden; Elizabeth Franklin; Holly Culton

Presentation Type: topical discussion

Synopsis: An eleven-year-old girl with cerebral palsy was exhibiting depressive symptoms and behavioral disruptions at home and in her special education classroom. Through a collaborative effort between the parent of this child and professionals, the child was retested and appropriately placed in a regular classroom setting. The parents and professionals also collaborated to develop and implement a behavioral support program for the child at home and in the classroom, addressing her need for reinforcement of on-task behavior and assisted communication.

Date: Tuesday, March 2, 2004

Session Time: 4:45 PM - 5:45 PM

Partnerships for Treating a Child with School Avoidance and Panic Attacks

Download Handouts: 2.4mb pdf

Session Number: 56 Room: Salon J

Presenting: Adam Spencer; Jeannie Golden

All Authors for this paper: Adam Spencer; Jeannie Golden; Apple Boyce

Presentation Type: topical discussion

Synopsis: A twelve-year-old boy, who had been a victim of bullying, developed school phobia and panic attacks. He was being home-schooled one hour a week due to his school avoidance. When attempting to return to school, he was told by the principal to return for a full day or he would be expelled. Working in partnership with the boy's mother and with another school principal who was willing to try a more gradual approach, a graduate student was able to use systematic desensitization, shaping, token reinforcement, role-playing, and feedback to return the child to full days at school.

Date: Tuesday, March 2, 2004

Session Time: 4:45 PM - 5:45 PM

Partnerships for Treating a Child with Multiple Psychiatric Disorders

Download Handouts: 2.4mb pdf

Session Number: 56 Room: Salon J

Presenting: Jeannie Golden

All Authors for this paper: Jeannie Golden; John Powell

Presentation Type: topical discussion

Synopsis: A five-and-a-half-year-old girl with diagnoses of attention deficit hyperactivity disorder (ADHD), depression and psychoses was placed in foster care after having been removed from her biological home due to abuse and neglect, two other foster homes and several day care settings. The foster mother was a behavioral psychologist who had collaborated with families and taught graduate students for many years. The mother used several behavioral interventions including: positive reinforcement, tokens, role-playing, feedback, coordinating of all adult caregivers, and consistent follow-through. The mother also collaborated with several other professionals, such as social workers, a mental health professional and a Guardian Ad Litem. The child was taken off all medications within three weeks, was adopted two-and-a-half years later, and is currently ten-and-a-half, in a regular fifth-grade class and has no diagnoses or behavior problems.

Date: Tuesday, March 2, 2004

Session Time: 4:45 PM - 5:45 PM