The Effects of a Self-Directed Teaching Program on the Verbal Behavior of Parents Preparing for a Psychiatric Appointment for Their Child with CHARGE Syndrome

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Citation

Denno, Laurie, “The Effects of a Self-Directed Teaching Program on the Verbal Behavior of Parents Preparing for a Psychiatric Appointment for Their Child with CHARGE Syndrome,” Scholar@Simmons, accessed April 4, 2020, https://beatleyweb.simmons.edu/scholar/items/show/315.

Title

The Effects of a Self-Directed Teaching Program on the Verbal Behavior of Parents Preparing for a Psychiatric Appointment for Their Child with CHARGE Syndrome

Creator

Denno, Laurie

Date

2012

Description

CHARGE syndrome is a genetic anomaly that affects 1:8500 live births. Many of these children have developmental disabilities and display challenging behavior. In addition to seeking behavior analytic treatment, parents often consult a psychiatrist about treatment with medication. About 40% of these children receive a psychiatric diagnosis that results in a prescription for medication.

This research used a self-directed text-based teaching program to assist parents to prepare for an appointment with a psychiatrist. The teaching program resulted in a completed Psychiatric Appointment Preparation Form to take to the appointment. The form served as a textual prompt for parents to list the specific behaviors of concern and ask specific questions.

This research compared parental statements during a baseline interview and a post-teaching interview with the researcher. Follow-up visits with a community psychiatrist provided more data. Parents were able to increase statements of specific child behaviors by 61%. Data on asking questions was not conclusive. Both parents and psychiatrists found the teaching program helpful and easy to use. Psychiatrists found parents to be among the most prepared for a psychiatric appointment.

Publisher

Simmons College (Boston, Mass.)

Format

1 PDF (134 Pages)

Language

English

Type

Doctoral Dissertations