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had difficulty tak<strong>in</strong>g videotape of her child, which was needed due to his refusal to complete the skills <strong>in</strong> front of the raters. The second mother B said “I felt like it was often difficult to teach skills due to my family’s busy schedule <strong>and</strong> felt that it would be easier hav<strong>in</strong>g a habilitation therapist to help her with implementation. I was teach<strong>in</strong>g the skills twice per day for some skills”. The third mother C said “It was difficult tak<strong>in</strong>g the data. I felt that hav<strong>in</strong>g the habilitation therapist <strong>in</strong>volved was helpful <strong>and</strong> feels confident teach<strong>in</strong>g future workers how to teach skills to her child.” In conclusion, data obta<strong>in</strong>ed from the study showed that the children were unable to perform the skill steps at the basel<strong>in</strong>e for most of these skills <strong>and</strong> probe data were consistent with basel<strong>in</strong>e data. First of all, tra<strong>in</strong><strong>in</strong>g started a quick progress for most of the skills, fluctuat<strong>in</strong>g progress for some other skills throughout the tra<strong>in</strong><strong>in</strong>g process was observed. At the end of the teach<strong>in</strong>g process, all children were able to reach the criteria for all three skills, except Bb’s tooth brush<strong>in</strong>g skill. Follow up data were collected at the end of the each teach<strong>in</strong>g stage. But most of the children couldn’t reach the <strong>in</strong>dependence level. Follow up data were observed to be consistent with teach<strong>in</strong>g phase. Mothers said they were happy to apply skill teach<strong>in</strong>g to their children. Discussion The purpose of this study was to determ<strong>in</strong>e the effectiveness of a PTCP for teach<strong>in</strong>g self care <strong>and</strong> domestic skills to <strong>in</strong>dividuals with autism. Results revealed that PTCP was effective <strong>in</strong> teach<strong>in</strong>g self-care <strong>and</strong> domestic skills to <strong>in</strong>dividual with autism. Results were that the mother who was previously a therapist, <strong>and</strong> mother-therapist dyad that completed PTCP were effective <strong>in</strong> teach<strong>in</strong>g self-care <strong>and</strong> domestic skills to their children <strong>and</strong> student with autism by the tra<strong>in</strong><strong>in</strong>g activities provided by the program. These results were parallel with the results of the previous research on the program focused <strong>in</strong> this study. For example, Cavkaytar (1999, 2007) applied the program to mothers who have children with mental retardation. After the tra<strong>in</strong><strong>in</strong>g phase, mothers taught self-care <strong>and</strong> domestic skills to their children at their home. All mothers com- 392 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009 pleted the program were work<strong>in</strong>g alone with their children. In another study, Sabanova <strong>and</strong> Cavkaytar (2007), worked with teacher aides who are work<strong>in</strong>g <strong>in</strong> a private special education center for teach<strong>in</strong>g self-care <strong>and</strong> domestic skills at school. Results of the study showed that the program was effective <strong>in</strong> teach<strong>in</strong>g self-care <strong>and</strong> domestic skill. Ozcan <strong>and</strong> Cavkaytar (2009) replicated the program <strong>in</strong> teach<strong>in</strong>g toilet skills to children with autism <strong>and</strong> mental retardation. The program was aga<strong>in</strong> found to be effective <strong>in</strong> teach<strong>in</strong>g toilet skills. The first mother A was previously tra<strong>in</strong>ed as a therapist <strong>and</strong> had received additional tra<strong>in</strong><strong>in</strong>g <strong>in</strong> ABA prior to the study, <strong>and</strong> worked with her child at home. She felt very comfortable teach<strong>in</strong>g the skills to her child <strong>and</strong> felt comfortable tak<strong>in</strong>g data <strong>and</strong> fad<strong>in</strong>g prompt levels. She did feel overwhelmed at times <strong>and</strong> stated that it was very difficult to teach the skills consistently by herself without the help of her habilitation therapist. Like most work<strong>in</strong>g mothers, her work, home, <strong>and</strong> family responsibilities consumed such a large portion of her time that she felt the support of an additional therapist would have been very helpful <strong>and</strong> that the skills would have progressed at a faster rate. The second mother B worked at home; her therapist worked at the center on the same skills simultaneously. The mother’s <strong>and</strong> therapist’s data <strong>in</strong>dicated that they taught the targeted skills <strong>in</strong> conjunction with one another. This mother had two children at home with a disability <strong>and</strong> discussed how <strong>in</strong>valuable it was to have additional help <strong>and</strong> support implement<strong>in</strong>g her child’s <strong>in</strong>tervention. She also felt that hav<strong>in</strong>g the skills taught across multiple environments was part of the success of his master<strong>in</strong>g so quickly. Although ideally children would benefit most from receiv<strong>in</strong>g <strong>in</strong>tervention <strong>in</strong> their natural environments by their primary caregiver, it is not always an easy feat to achieve. Therefore hav<strong>in</strong>g parents tra<strong>in</strong>ed to the best of their ability to implement <strong>in</strong>terventions at home, <strong>in</strong> conjunction with collaborat<strong>in</strong>g with other professionals <strong>in</strong> the child’s environment would provide cont<strong>in</strong>uity of care. This also allows parents’ access to a tra<strong>in</strong>ed professional that can offer suggestions <strong>and</strong> adaptations to skill teach<strong>in</strong>g when a child
is not progress<strong>in</strong>g or refus<strong>in</strong>g to complete skill steps. The third mother C participated <strong>in</strong> the PTCP, but she could not complete the third skill teach<strong>in</strong>g after the first <strong>and</strong> second skill. The result may be related to the absence of support from her therapist <strong>and</strong> school. She discussed her satisfaction with the program <strong>and</strong> the new empowerment that she felt after be<strong>in</strong>g able to successfully teach her child skills. She stated how different her son with autism was from his typical sibl<strong>in</strong>gs, <strong>and</strong> how teach<strong>in</strong>g methods were also quite different for each. She expla<strong>in</strong>ed that if no one spent the time teach<strong>in</strong>g parents how to use methods such as ABA, <strong>and</strong> visually supported <strong>in</strong>struction then they would cont<strong>in</strong>ue re<strong>in</strong>forc<strong>in</strong>g the wrong behaviors <strong>and</strong> become just as frustrated as the child. So many parents feel so helpless when they have a child with autism, because their <strong>in</strong>teractions are often unsuccessful. This mother stated that giv<strong>in</strong>g her the power <strong>and</strong> confidence to teach her child even basic skills made her feel successful <strong>and</strong> more comfortable teach<strong>in</strong>g him. Special educators <strong>and</strong> the paraprofessionals or therapists with whom they work need to establish <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong> a collaborative relationship to better serve the children assigned to them (Hauge & Babkie, 2006). Werts, Harris, Tillery, <strong>and</strong> Roark (2004) have reported that most parents <strong>in</strong> their sample reported paraeducators work<strong>in</strong>g with their children were do<strong>in</strong>g a good job. The result of their study <strong>in</strong>dicates that paraeducators are perceived by parents as professionals, highly valued service providers, <strong>and</strong> they should be treated as such. Communication <strong>and</strong> collaboration are required of paraeducators; therefore, tra<strong>in</strong><strong>in</strong>g <strong>in</strong> these areas is vital. Eyberg <strong>and</strong> Matarazzo (1980), po<strong>in</strong>ted that parents can act as their own therapist by develop<strong>in</strong>g mother child <strong>in</strong>teraction if they tra<strong>in</strong> on <strong>in</strong>dividual parent-child <strong>in</strong>teraction tra<strong>in</strong><strong>in</strong>g programs. The first mother who was work<strong>in</strong>g at the education center as a therapist completed teach<strong>in</strong>g for three skills dur<strong>in</strong>g a total of 85 sessions alone with her child. The second mother completed teach<strong>in</strong>g for three skills dur<strong>in</strong>g a total of 55 sessions <strong>in</strong> collaboration with her child’s therapist. The third mother did not complete the teach<strong>in</strong>g period for all three of the skills. Accord<strong>in</strong>g to these results, the first mother effectively completed the teach<strong>in</strong>g period for all skills. The second mother who worked with her therapist completed the skills more efficiently than first mother work<strong>in</strong>g alone. These results <strong>in</strong>dicate that the mother who tra<strong>in</strong>ed <strong>and</strong> applied the PTCP program with her child’s therapist, can teach her child self-care <strong>and</strong> domestic skills most effective <strong>and</strong> efficiently. In addition the mother who also had previous tra<strong>in</strong><strong>in</strong>g <strong>and</strong> completed the PTCP program taught her child the skills over a longer duration. This may po<strong>in</strong>t to the need for children to learn skills across several contexts <strong>in</strong> order to generalize <strong>and</strong> master the skills <strong>in</strong>dependently. The child work<strong>in</strong>g with his mother <strong>and</strong> therapist received tra<strong>in</strong><strong>in</strong>g <strong>in</strong> both the therapy center <strong>and</strong> at home. Limitations <strong>and</strong> Suggestions Results of the current study should be considered with the follow<strong>in</strong>g limitations. Data on the teach<strong>in</strong>g phase of the study was gathered by participants who are mother or therapist. Although the researchers were present to take basel<strong>in</strong>e <strong>and</strong> all probe data, it was not feasible to be present <strong>in</strong> the homes or at the center each time a participant took data on the skills. Therefore the study had some limitations about the correct implementation reliability. We cannot be certa<strong>in</strong> that data was taken correctly <strong>and</strong> consistently, although at each visit data collection methods were reviewed with the participants. The researchers also did not anticipate that child Cc would not perform any of the skills <strong>in</strong> front of anyone but his mother. His mother was gracious enough to take video of him perform<strong>in</strong>g the skills, <strong>and</strong> basel<strong>in</strong>e <strong>and</strong> probe data was taken from the videos. Parent who was work<strong>in</strong>g alone also compla<strong>in</strong>ed about not hav<strong>in</strong>g enough time to work on skills consistently. This illustrates further the importance of a supportive collaboration between parents <strong>and</strong> the professionals work<strong>in</strong>g with the child with autism so that they are constantly receiv<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g on these much needed skills. Social validity data showed that mothers found it easy to learn <strong>and</strong> apply the PTCP to their children with autism at home. Some suggestions to be presented can be as follows: First of all, this program can easily apply to children with autism for teach<strong>in</strong>g Parent <strong>and</strong> Therapist Collaboration / 393
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Education
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Education
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Education
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Best Practices in
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plication facts to middle school st
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Multiculturalism, Religion, <strong
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disability that are conveyed throug
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the rest of society until acted upo
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abilities as an opportunity for spi
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ability and qualit
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TABLE 1 Dolly Gray Children’s Lit
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TABLE 3 Juvenile Literature with Ma
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TABLE 5 Characterizations i
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number of cases of sin</str
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 1 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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TABLE 2 Continued
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Target Behaviors A number of social
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to promote social skills in
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Page 63 and 64: concludes the program with an empha
Page 65 and 66: TABLE 2 Scholar Pretest Directions:
Page 67 and 68: dren with autism. If, through these
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Page 105 and 106: Figure 2. Percentage of correct res
Page 107: Figure 4. Percentage of correct res
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Page 115 and 116: TABLE 1 Definition
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Page 119 and 120: Figure 2. Percentage of occurrence
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Page 137 and 138: Evaluating the Acc
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