Journal on Developmental Disabilities
Le journal sur les handicaps du développement

Abstract

Due to a long waitlist for behaviour management services, a pilot study was undertaken to examine the feasibility and effectiveness of a group-based intervention to teach behavioural principles. During a ten-session course, parents/caregivers of young children with developmental disabilities, referred for group intervention or from the waitlist for behaviour therapy, were taught strategies to enable them to promote desirable behaviour in their children. The program was facilitated by three behaviour therapists who drew on social learning theory to teach the mediators (parents and caregivers) positive reinforcement concepts to modify their child's behaviour. A one-time behaviour therapy clinic was offered to the participants approximately two weeks after the end of the course. In this clinic, participants had an individual appointment with a behaviour therapist with whom they could discuss their specific concerns about their child. This project followed a qualitative research design that was aimed at evaluating if the pilot behaviour therapy group for caregivers was an effective waitlist management tool at Surrey Place Centre. The participants completed questionnaires pre- and post group, post clinic, as well as a satisfaction questionnaire post clinic. The instruments used were: Knowledge of Behaviour Principles as applied to children (KBPAC): short form, The Nisonger Child Behaviour Rating Form (parent version), The Family Life Questionnaire (FLQ), and a Consumer Satisfaction Survey. Results indicate that this group was effective for teaching behavioural principles to this group of caregivers, and in some cases that translated into improvements in the child's behaviour. As well, the participants were extremely satisfied with the group and most indicated that, at this point, they felt that they did not need further assistance from behaviour therapists. It is therefore recommended that groups be offered on a regular basis.

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