Anniette F. Maldonado and colleagues from the University of Utah’s School Psychology Program developed Parents Effectively Addressing Challenging Behavior en Español (Project PEACE). This is a dissertation study and service seeking to evaluate the effectiveness of a combined behavioral parent training program with parental stress supports on outcomes including parental stress and child level and severity of problem behavior for Spanish-speaking Latino caregivers of children with autism spectrum disorder (ASD). The proposed research will study the implementation of a broader adaptation of the RUBI Autism Network Parent Training for Disruptive Behaviors (RUBI) program for challenging behaviors in combination with Acceptance Commitment Training (ACT)-oriented supports on caregivers of children with autism spectrum disorder (ASD). Further, the study seeks to better understand the needs of underserved communities by implementing the intervention with Spanish-speaking families who live in Puerto Rico. The packaged intervention will also evaluate the cultural and linguistic adaptations made to the evidence-based components using the Ecological Validity Model (Bernal et al., 1995) and the Cultural Adaptation Process Model (Domenech-Rodríguez et al., 2011). 

The primary focus of the Behavior Response Support Team (BRST) consultation services are to support students in general education. The U-TTEC lab provides professional development training, sustainable programming, and rigorous assessment data (e.g., Tier 1 and Tier 2 implementation fidelity) to support administration and teachers. In addition, services are intended to increase school district personnel's ability to effectively serve other students who are not the direct focus of the U-TTEC lab's consultative service, but who are also engaging in problem behavior. The U-TTEC lab provides graduate students with high-quality supervision and training experiences commensurate with the practical responsibilities that they will perform as BCBAs in school and other interdisciplinary clinical settings. These training and supervision opportunities are critical for the graduate students and uniquely position them for success in their independent careers as school practitioners.