Feldman M A, Case L, Rincover A, Towns F, Betel J
Parent Education Project, Surrey Place Centre, Toronto, Ontario, Canada.
J Appl Behav Anal. 1989 Summer;22(2):211-22. doi: 10.1901/jaba.1989.22-211.
We evaluated the effects of a parent training program consisting of verbal instruction, modeling, and feedback on the affection and responsivity of 3 developmentally handicapped mothers towards their children. The results indicated the following: First, the training package increased maternal physical affection, praise, and imitation of child vocalizations. These parenting skills increased to levels found in comparison groups of nonhandicapped mothers. Second, the training package was more effective than verbal instruction alone, the latter being the predominant method presently used by social service workers. Third, most maternal gains were maintained over a 3- to 18-month follow-up period, although one mother required a reinforced maintenance procedure. Fourth, instructing mothers to generalize served to increase the generalization of newly acquired skills from play times (the training context) to child-care tasks (e.g., diapering, feeding). Fifth, teaching the parents to imitate child vocalizations was related to gains in both the frequency and quality of verbal behavior of the two language delayed children as measured by standardized developmental tests and in vivo comparisons with age-matched children (who had nonhandicapped parents). These results show that behavioral instruction can improve important child-rearing skills of developmentally handicapped mothers, with corresponding benefits to their children.
我们评估了一个由言语指导、示范和反馈组成的家长培训项目对3名发育障碍母亲对其子女的情感表达和反应能力的影响。结果如下：第一，该培训方案增加了母亲的身体关爱、赞扬以及对孩子发声的模仿。这些育儿技能提升到了非残疾母亲对照组中所发现的水平。第二，该培训方案比单纯的言语指导更有效，而言语指导是社会服务工作者目前使用的主要方法。第三，尽管有一位母亲需要强化维持程序，但大多数母亲在3至18个月的随访期内保持了所取得的进步。第四，指导母亲进行技能泛化有助于将新习得的技能从游戏时间（培训情境）泛化到育儿任务（如换尿布、喂食）中。第五，教导家长模仿孩子的发声与两名语言发育迟缓儿童的言语行为频率和质量的提高有关，这是通过标准化发育测试以及与年龄匹配儿童（其父母无残疾）的实际比较来衡量的。这些结果表明，行为指导可以改善发育障碍母亲重要的育儿技能，并给她们的孩子带来相应的益处。
