Feldman M A, Towns F, Betel J, Case L, Rincover A, Rubino C A
J Appl Behav Anal. 1986 Spring;19(1):23-37. doi: 10.1901/jaba.1986.19-23.
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 young children.
本文报道了两项关于对发育障碍母亲进行亲子互动技能评估与训练的研究。研究1比较了8位发育障碍母亲和8位非发育障碍母亲与年幼（6 - 25个月）孩子玩耍时的互动情况。结果显示，前一组母亲与孩子的互动通常少得多，而且她们不太可能表扬孩子的恰当行为，也较少模仿孩子的发声。研究2试图通过一个由讨论、示范、反馈、社会强化和自我记录组成的训练方案来纠正这些缺陷。结果表明，首先，训练确实将目标技能提高到了非发育障碍母亲的水平范围内。其次，训练效果从小组教学环境推广到了母亲们自己的家中。第三，在5至10个月的随访期内，新获得的技能通常保持在或高于非发育障碍母亲的水平。最后，所有7个孩子的发声都随着母亲的训练而增加。结果表明，可以教会发育障碍母亲为年幼孩子提供更有效、更具启发性的互动。
