University of North Carolina Wilmington & Center for Pediatric Behavioral Health.
University of North Carolina Wilmington.
J Appl Behav Anal. 2020 Jul;53(3):1622-1637. doi: 10.1002/jaba.693. Epub 2020 Feb 27.
Researchers have used multicomponent behavioral skills training packages including written and verbal instructions, modeling, rehearsal, and feedback when teaching caregivers to implement pediatric feeding treatment protocols (e.g., Anderson & McMillan, 2001; Seiverling et al., 2012). Some investigators have shown that fewer behavioral skills training components may be necessary for effective training (e.g., Mueller et al., 2003; Pangborn et al., 2013). We examined the use of in-vivo feedback following written instructions to train caregivers to implement pediatric feeding treatment protocols using a multiple baseline design across 3 caregiver dyads. Correct implementation of the feeding treatment procedures was low during baseline (written instructions only), increased with only the addition of in-vivo feedback, and remained high during follow-up sessions for all caregivers. Results are discussed in terms of clinical implications and caregiver satisfaction.
研究人员在教授照顾者实施儿科喂养治疗方案时，使用了多成分行为技能培训包，包括书面和口头指导、示范、排练和反馈（例如，Anderson & McMillan，2001；Seiverling 等人，2012）。一些研究人员表明，对于有效的培训，可能不需要那么多的行为技能培训成分（例如，Mueller 等人，2003；Pangborn 等人，2013）。我们使用现场反馈在书面指导后，使用跨 3 对照顾者的多个基线设计来检查培训照顾者实施儿科喂养治疗方案的方法。在基线期（仅书面指导），喂养治疗程序的正确实施率较低，仅增加现场反馈后有所提高，并且在所有照顾者的随访期间保持较高水平。结果从临床意义和照顾者满意度方面进行了讨论。
