Implementation of a remote Applied Behavior Analysis parent training to modify children’s problem behavior in Mexican context.

Abstract

Problem behavior during childhood is common and generates a variety of outcomes (Sheidow et al., 2022). An important body of literature shows strong evidence about the relationship between children’s problem behavior and diverse negative effects in people’s lifetime such as problematic social interactions, academic difficulties, criminal behavior, and psychological and psychiatric disorders (e.g., Boisjoli et al., 2007; Fischer et al. 2019; Hagan-Burke et al., 2011; Hodgings et al., 2013; Tremblay, 2004; Tremblay & Côté, 2019; Vitaro et al., 2005). Problem behavior is the underlying reason behind the broad range of problems displayed by children population (Valencia & Andrade, 2005) and it is also one of the main causes for psychological, neurological, and psychiatric consultation (De la Peña-Olvera & Palacios-Cruz, 2011). Childhood development literature uses different terms to describe problem behavior such as disruptive, undesirable, maladaptive, or dysfunctional behavior. Among 7 and 34% of preschool students display severe problematic behavior, this percentage seems to stay equal during the following years of life (Fischer et al., 2019)