Through previous researches, parent training has been proved to be an effective intervention for children with PDD (Smager & Sullivan, 2005). Parent training not only reduces problem behaviors of children with ASD, but increases their social communication skills. It also has an impact on reducing parents’ negative affect such as parental stress and depression (Sofronoff, Leslie, & Brown, 2004; Sofronoff, & Farbotko, 2002;Hudson et al.,1995). To examine the effectiveness of parent training, researchers measure and compare before and after intervention data collected by using direct observation of child-parent interaction or various questionnaire (Tellegen, & Sanders, 2013). Direct observation can be used in various settings by many observers, and observers can collect data when target behavior is occurring (Cone, 1978; Volpe, McConayghy, & Hintze, 2009). However, efficiency of direct observation is arguable because the training for direct observation is intensive and coding itself often takes too long (Chafouleas, Tillman & Christ, 2009, Briesch & Volpe, 2007). Using questionnaires makes collecting various data easier and faster, and the scales often are proven to be valid and reliable (Volpe, McConayghy, & Hintze, 2009; Chafouleas, Tillman & Christ, 2009). Nevertheless, the respondent evaluate the behavior after the behavior has occurred, therefore, it may not be sensitive to a subtle change of behavior (Chafoulease et al., 2007; Chafouleas, Tillman & Christ, 2009). This study aims to develop a direct observation checklist which supplements the drawbacks of direct observation coding and questionnaires, and to examine the effectiveness of parent training by using direct observation checklist.
Min-joo Lee : firstname.lastname@example.org