Partnering with Parents: Motivational Interviewing
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Dr. Gilbert has been working with children, adolescents, and adults for almost ten years and has worked with infants and toddlers as an Infant Toddler Developmental Specialist (ITDS). She graduated from Florida International University with a Bachelor's degree in Psychology and a minor in Behavior Analysis and Masters of Science degree from FIU in Education with a Mental Health Counseling minor. Dr. Gilbert obtained a second Masters of Science in Psychology from CAU. Dr. Gilbert obtained her Doctorate in Clinical Psychology (PSY.D). She is fluent in English and Spanish and understands French.
Dr. Gilbert is deeply passionate about what she does as a professional and looks forward to using her expertise as well as gaining further experience in this field. She has extensive experience conducting behavior assessments and supervising clinicians as well as training parents, teachers and staff. Dr. Gilbert has presented on behavior analysis techniques at workshops, Parent-to-Parent trainings, internationally, UMCARD, various autism awareness events, private/public schools, charity events, and foster homes and shelters in both Spanish and English. Dr. Gilbert has co-authored articles in Parent with Special Needs magazine and has conducted RBT (Registered Behavior Technician) trainings as well as the 40-hour required Behavior Assistant training.
Additionally, Dr. Gilbert is an adjunct professor and teaches Applied Behavior Analysis courses at CAU and is an active member of the southern region Agency for Persons with Disabilities, Local Review Committee where along with the other members provides ongoing technical assistance and consultation as well as approvals for behavior plans presented by other analysts in her region.
Dr. Ronald Brown, a noted expert on the topic of ADHD has served as the Associate Vice Chancellor for Academic (Health Affairs) at the University of North Texas System.
Dr. Brown completed his Ph.D. from Georgia State University and has been the past President of the Society of Pediatric Psychology and the Association of Psychologists of Academic Health Centers.
He is a board-certified clinical health psychologist and has been an active clinician, teacher, advocate and investigator. He served as a member of the Behavioral Medicine study section of the NIH and chaired several special panels at NIH. He currently serves as the Editor of Professional Psychology: Research and Practice.
Dr. Ronald Brown’s area of specialization includes behavioral sciences, pediatric psychology, attention deficit disorders, neuropsychology, psychopharmacology, learning disabilities and psychosocial oncology.
Jennifer is a dually credentialed professional, licensed and certified as a Speech-Language Pathologist and Behavior Analyst (BCBA). She possesses expertise and advanced skills in teaching language to children on the autism spectrum. She has helped clients across the life span from Early Intervention, Preschool through School in both home and center-based settings. Over the past 10 years, she has successfully integrated strategies and techniques from both disciplines to help individuals with autism and their educational teams generate better student outcomes.
We walk the walk, but do we talk the talk? As clinicians, do we speak with parents — or at them? Is it effective in motivating them to adhere to interventions, or do parents sometimes inhale and exhale at the sight of a parent training session?
Research shows that parents who receive parent training obtain better outcomes out of their children's treatment, decrease their overall expenditures in therapy, and become empowered to maintain these behavior changes over time. Yet it is still a challenge to help parents follow through with interventions at home.
A proposed solution is Motivational Interviewing (MI), an empirically proven intervention that has shown substantial success in the literature in changing addictive behaviors in substance users, medication adherence in patients, and training teachers and caregivers on behavior modification techniques for children with developmental disabilities. MI uses change talk strategies to increase cooperation and therefore decrease resistance.
Presenter: Dr. Monica Gilbert, Psy.D., BCBA-D, LMHC
Dr. Gilbert's book, How to Stop Talking and Start Communicating with Motivational Interviewing: A Behavior Therapist Guide on How to Effectively Collaborate with Caregivers (paperback), is also available for purchase.
Learning objectives and outcomes:
- Assess parent's motivation based on the trans-theoretical model and use different proven measures
- Provide examples of effective change talk strategies to develop and build collaborative relationships with parents;
- Conceptualize motivation from an ABA perspective
- Identify traps that harm clinician-parental relationships;
- Describe key features of MI
- Measure change talk vs. counter-change talk
- Identify key features necessary for building a cooperative relationship between caregivers and clinicians
Continuing education:
BCBA CEUs: 2 BACB General
TIMELINE: This course, on its own has a license for active use for 30 days unless it is purchased as part of a bundle/library.
MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.
NOTE: CEs claimed on any training completed can only be claimed once. If you repeat training you’ve already claimed CEs on, you won’t be able to claim the CEs again. Please ensure you have not already completed and claimed the CEs for the training module before purchase. Want unlimited training? Get All Access training HERE. For cancellations and refunds, please see our return policy.
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