Examen préliminaire d’une formation interactive en ligne pour enseigner aux parents d’enfants 
ayant un TSA ou une DI, les fonctions d’identification d’un comportement, les sélections 
d’intervention fonctionnelle et examiner leur appréciation vis-à-vis cette formation pour les 
soutenir dans la réduction de comportements problématiques

Autism spectrum disorders (ASD) and intellectual disability (ID) are developmental disorders that affect many families around the world (American Psychiatric Association, 2013). Several studies have shown that children with ASD or ID engage in more challenging behavior than children without disability. Aggression, destruction, opposition, and self-injury often interfere with individual skills, preventing those who emit these behavior from functioning adequately in their natural environment and often causing them harm or injury (Matson, Wilkins & Macken, 2008; Mazurek, Kanne & Wodka,2013; Minshawi & al., 2014). Several studies have outlined the serious consequences that can result from these behaviors (Caron, Fleury, Godbout & Desranleau, 2005; Taylor, Oliver & Murphy, 2011). These consequences can limit or put at risk the optimal use of community resources and reduce the persons’ capacity to address their needs and limit their potential for social and community integration (Richards, Moss, Nelson & Oliver, 2016). Behavioral interventions can help families who are often stressed, socially isolated and confronted to risks if they do not receive access to adequate services (Bessette, Gorlin, McAlpine, Garwick & Wieling, 2016; Chan & Lam, 2016). However, accessibility to services to address these behavioral difficulties is often limited due to the high costs of private services, geographic isolation, shortage of staff, or waiting lists for public services. Interactive web training is an easy-to-use, efficient and affordable approach, which can be used to address these issues (Higbee & al., 2016; Pollard, Higbee, Akers & Brodhead, 2014). Research findings suggest that parents can be effectively involved as agents of change and play a meaningful role in the reduction of their children’s challenging behavior when trained adequately using verbal v and written instructions, video modeling and exercises (Gerencser, Higbee, Akers & Contreras, 2017; Ilg & al., 2016; Lanovaz, Rapp, Maciw, Dorion & Pelletier, 2016). The objective of our study was to document the effects of an interactive web training developed to support parents of children with ASD or ID in the reduction of challenging behavior. The objectives of this pilot project focused on three response variables (1) identifying a function of challenging behavior, (2) selecting a functional intervention, and (3) parents’ satisfaction with the training. The results indicated an improvement on behavioral function identification tasks and functional intervention selection tasks as well as an excellent social validity. The use of interactive web training as a resource for parents seems to be an interesting avenue for treatment, but it is necessary to replicate our study in order to validate the results.

Keyphrases: Parents, DI, Intervention comportementale, Parent, ASD, Training, Behavioral intervention