National University of Ireland Galway.
J Appl Behav Anal. 2020 Apr;53(2):889-917. doi: 10.1002/jaba.660. Epub 2020 Feb 12.
Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents were taught to use the PLS program at home with their typically developing children (3 years 3 months to 4 years 11 months). This application of the PLS program led to an increase in preschool life skills and a decrease in problem behavior and supported some generalization of the target preschool life skills from the home to preschool settings. In Experiment 2, 7 parents were taught to use the PLS program with their children with autism spectrum disorder (ASD; 3 years 11 months to 6 years 9 months). Results overall supported the parent implementation of the program and highlighted modifications required to support positive outcomes for children with ASD.
家长参与干预可以支持干预效果，提高泛化程度，并增加可及性。学前生活技能（PLS）计划旨在教授 13 项学前生活技能并预防问题行为。本研究探讨了由家长实施的 PLS 计划的效用。在实验 1 中，6 名家长在家中对其发育正常的孩子（3 岁 3 个月至 4 岁 11 个月）使用 PLS 计划。这种 PLS 计划的应用导致学前生活技能的增加和问题行为的减少，并支持目标学前生活技能从家庭到学前环境的一些泛化。在实验 2 中，7 名家长学习了如何与自闭症谱系障碍（ASD；3 岁 11 个月至 6 岁 9 个月）儿童一起使用 PLS 计划。结果总体上支持了该计划的家长实施，并强调了为支持自闭症谱系障碍儿童取得积极成果所需的修改。
