Implementing skills-based treatment in naturalistic contexts

Purpose Parenting children with disabilities can pose a variety of challenges. Where children develop behaviours that challenge (BtC), these can affect their, and their family’s, quality of life. The purpose of this study was to assess the feasibility and acceptability of Practical functional assessment (PFA) and Skills-based treatment (SBT), delivered in naturalisatic settings, in the United Kingdom. Design/methodology/approach PFA and SBT were implemented within family homes and / or school settings, with three autistic children with co-occurring intellectual disabilities who displayed BtC. Findings The quantitative data indicated that each of the children developed skills relating to communication, tolerance and cooperation. The qualitative data collected before the intervention commenced, indicated that the occurrence of BtC was both frequent and severe, for each child. There were no occurrences of BtC in either analysis or teaching sessions. Practical implications PFA and SBT can be implemented in naturalistic settings such as family homes and schools, and can result in meaningful skill development, and a reduction in BtC. Originality/value There is a wealth of research indicating that SBT can produce meaningful outcomes. To the best of the authors’ knowledge, this is the first study to investigate its use in naturalistic settings, and implemented on a peripatetic basis, in the UK.