PARENT EDUCATION PROJECT II. INCREASING STIMULATING INTERACTIONS OF DEVELOP MENTALLY HANDICAPPED MOTHERS
作者:
Maurice A. Feldman,
Fay Towns,
Judith Betel,
Laurie Case,
Arnold Rincover,
Carl A. Rubino,
期刊:
Journal of Applied Behavior Analysis
(WILEY Available online 1986)
卷期:
Volume 19,
issue 1
页码: 23-37
ISSN:0021-8855
年代: 1986
DOI:10.1901/jaba.1986.19-23
出版商: Blackwell Publishing Ltd
关键词: parent training;retarded parents;parent‐child interactions;behavioral assessment;language
数据来源: WILEY
摘要:
Two studies are reported on the assessment and training of parent‐child interactional skills in developmentally handicapped mothers. Study 1 compared the interactions of eight developmentally handicapped versus eight nonhandicapped mothers during play with their young (6–25 months) children. Results showed that the former group generally interacted much less with their children and that they were less likely to praise appropriate child behavior and imitate child vocalizations. Study 2 attempted to remediate these deficits, using a training package consisting of discussion, modeling, feedback, social reinforcement, and self‐recording. Results showed, first, that the training did increase the targeted skills to well within the range found for the nonhandicapped mothers. Second, training effects generalized from the group instructional setting to the mothers' own homes. Third, newly acquired skills were generally maintained at or above levels found for the nonhandicapped mothers over a 5‐ to 10‐month follow‐up period. Finally, all seven children showed increases in vocalizations concomitant with parent training. The results suggest that developmentally handicapped mothers can be taught to provide more effective and stimulating interactions to their you
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