Using concept mapping to improve parent implementation of positive behavioral interventions for children with challenging behaviors

Abstract

Children's challenging behaviors can be addressed with effective interventions that can meet children's emotional needs and support their families. Positive Behavioral Interventions and Supports (PBIS) value the family involvement in the process of their child treatment. The intention of this study was to use concept mapping as an adjunct to PBIS in an ecological setting. Participants were a four years old boy diagnosed with ADHD and his mother. A multiple-probe baseline across family routines design was used to evaluate the usefulness of concept mapping as an adjunct to the PBIS process (independent variable) on the level of task-engagement behaviors, challenging behaviors, and parent fidelity of implementation (dependent variables) across three routines. Results recognized concept mapping as a promising practice in parent education. © by the author(s).