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Evaluation ViewAttendees 7

Traditional Workshop - Ticketed

Autism Spectrum and Developmental Disorders

Workshop 11 - RUBI Parent Training for Young Children with Autism and Mild to Moderate Disruptive Behaviors

Saturday, November 18, 2023
11:30 AM – 2:30 PM PST
Location: 404 (Entiat), Level 4
Earn 3 Credit
Ticketed Session
Keywords: Autism Spectrum Disorders, Parent Training, Externalizing
Level of Familiarity: Basic to Moderate
Recommended Readings: Bearss, K., Johnson, C., Smith, T., Lecavalier, L., Swiezy, N., Aman, M., ... & Scahill, L. (2015). Effect of parent training vs parent education on behavioral problems in children with autism spectrum disorder: a randomized clinical trial. JAMA, 313(15), 1524-1533.,   Scahill, L., Bearss, K., Lecavalier, L., Smith, T., Swiezy, N., Aman, M. G., ... & Johnson, C. (2016). Effect of parent training on adaptive behavior in children with autism spectrum disorder and disruptive behavior: Results of a randomized trial. Journal of the American Academy of Child & Adolescent Psychiatry, 55(7), 602-609.,   Burrell, T. L., Postorino, V., Scahill, L., Rea, H. M., Gillespie, S., Evans, A. N., & Bearss, K. (2020). Feasibility of group parent training for children with autism spectrum disorder and disruptive behavior: a demonstration pilot. Journal of Autism and Developmental Disorders, 50(11), 3883-3894.,   Bearss, Karen, et al. "Feasibility of parent training via telehealth for children with autism spectrum disorder and disruptive behavior: A demonstration pilot." Journal of Autism and Developmental Disorders 48.4 (2018): 1020-1030.,   Iadarola, S., Levato, L., Harrison, B., Smith, T., Lecavalier, L., Johnson, C., ... & Scahill, L. (2018). Teaching parents behavioral strategies for autism spectrum disorder (ASD): Effects on stress, strain, and competence. Journal of Autism and Developmental Disorders, 48(4), 1031-1040.

    Presenter(s)

  • Elizabeth Cross, Ph.D.

    Psychologist
    Center for Autism and Related Disorders, the Kennedy Krieger Institute
    Baltimore, Maryland

  • Ji Su Hong, M.D.

    Child Adolescent Psychiatrist, Assistant Professor
    Johns Hopkins University School of Medicine
    Baltimore, Maryland

  • KM

    Kate McCalla, Ph.D.

    Assistant Clinical Director, Licensed Psychologist
    Center for Autism and Related Disorders, Kennedy Krieger Institute
    BALTIMORE, Maryland

  • Karen Bearss, Ph.D. (she/her/hers)

    Associate Professor
    Seattle Children's Autism Center, University of Washington
    Seattle, Washington

It has been well documented that challenging behavior, such as irritability, aggressive behaviors, and noncompliance, are very common in autistic youth and emerge in early childhood. Literature indicates overwhelming rates of aggressive behaviors in children with autism (aggression to a caregiver 68%, aggression to non-caregivers 49%, and self-injury 27.7%), and challenging behavior problems are strongly associated with poor quality of life, social isolation, behavioral crisis, school problems, and parental stress and depression (Kanne & Mazurek, 2011; Lecavalier et al., 2006; Soke et al., 2016). RUBI PT is a manualized, time-limited parent training intervention for autistic youth, which has strong evidence for reducing challenging behaviors and improving daily living skills (Bearss et al., 2015).

In this workshop, we will provide the audience with an in-depth educational experience on RUBI PT through didactic instruction, videoclips, role-play of a RUBI session, and educational handouts. Several core RUBI sessions will be discussed in detail, including behavioral principles (emphasizing the antecedent-behavior-consequence model), prevention strategies, reinforcement, planned ignoring, and functional communication training. We will review how RUBI PT is structured, and the audience will have the opportunity to see how a RUBI session is conducted. Lastly, we will review the current evidence supporting the efficacy of RUBI.

Outline
1. Learn about basic principles of applied behavior analysis (ABA) on which RUBI PT was developed
a. Behavioral principles
b. Prevention strategies
c. Reinforcement
d. Planned ignoring
e. Functional communication training
2. Discuss the structure of RUBI PT
a. Overview of session content and behavior support plan
b. Structure of treatment
c. Treatment materials: therapist manual; parent workbook; video vignettes
d. Engaging families in treatment
3. Review of the current evidence supporting RUBI PT
4. Speakers will do a brief role-play of a RUBI session

Learning Objectives:

At the end of the session, the learner will be able to:
  • Describe the basic behavioral principles that are the foundation of RUBI.
  • Explain how behavioral strategies, such as reinforcement and planned ignoring, can be used by parents.
  • Identify the type of patients who would benefit from RUBI.
  • Describe how RUBI is structured.
  • Identify the current evidence supporting the efficacy of RUBI.
  • Long-Term Goals: Promote awareness of autism-specific behavioral parent training (i.e., the RUBI Parent Training Program)
  • Long-Term Goals: Provide an introduction of RUBI so that clinicians may pursue further training in RUBI