2017 Gatlinburg Conference Symposium Submission

Overview: In the United States, it is estimated the prevalence of intellectual and developmental disabilities (IDD) for children is between three to four percent (Emerson, 2012). Although a considerable number of intervention approaches have been developed for individuals with IDD, it is likely that children with IDD require a unique approach. One promising and strongly supported intervention approach includes parents in treatment implementation (Matson, Mahan, LoVullo, 2009). Parents, or primary caregivers, spend the most time with a child and therefore including them as intervention mediators is critical to maintenance and/or generalization of newly taught skills and to the success in improving child behavior and children learning new skills (Matson et al, 2009). However, no singular parent-focused intervention approach is relevant across all forms of IDD.