Marquette University.
University of Wisconsin, Milwaukee.
J Appl Behav Anal. 2020 Apr;53(2):707-726. doi: 10.1002/jaba.616. Epub 2019 Jul 26.
Parent participation in intervention can enhance intervention efficacy and promote generalization of skills across settings. Thus, parents should be trained to implement behavioral interventions. The purpose of the current investigation was to evaluate parent preference for and acceptability of 3 commonly used prompting procedures. We trained parents of children with disabilities to use 3 empirically validated prompting strategies (i.e., least-to-most, most-to-least, and a progressive-prompt delay). Once the parent reached the mastery criteria with each prompting procedure, we evaluated his/her preference for each of the procedures using a concurrent-chains arrangement. We also measured treatment acceptability of all procedures throughout the study. All participants met the mastery criteria for each of the prompting procedures and showed a preference for least-to-most prompting. Results suggest parents' acceptability of procedures prior to training were different than posttraining/post-child practice. In addition, acceptability rating scores obtained at the end of the investigation corresponded to preference of intervention during the concurrent-chains arrangement. The results demonstrate the benefits of objective measures for studying preference for behavioral, skill-acquisition procedures.
家长参与干预可以提高干预效果，并促进技能在不同环境中的泛化。因此，应该对家长进行培训，以实施行为干预。本研究的目的是评估家长对三种常用提示程序的偏好和可接受性。我们培训了残疾儿童的家长使用三种经过实证验证的提示策略（即，从最少到最多、从最多到最少和逐步提示延迟）。一旦家长达到了每个提示程序的掌握标准，我们就使用并行链安排来评估他/她对每个程序的偏好。我们还在整个研究过程中测量了所有程序的治疗可接受性。所有参与者都达到了每个提示程序的掌握标准，并表现出对从最少到最多提示的偏好。结果表明，家长在培训前对程序的可接受性与培训后/儿童实践后的可接受性不同。此外，在并行链安排期间，调查结束时获得的可接受性评分与干预的偏好相对应。结果表明，客观测量对研究行为、技能习得程序的偏好具有重要意义。
