Rees Rachel E, Seel Christopher J, Huxtable Barney G, Austin Jennifer L
The Behaviour Clinic, Cardiff, UK.
School of Psychology and Therapeutic Studies, University of South Wales, Cardiff, UK.
Behav Anal Pract. 2023 Dec 21;17(3):693-708. doi: 10.1007/s40617-023-00892-z. eCollection 2024 Sep.
The Preschool Life Skills (PLS) program has a wealth of evidence demonstrating efficacy in remediating important social and learning-to-learn skill deficits in at-risk preschoolers. Those same skill deficits also are common in older children in foster or residential care, most of whom have experienced some sort of trauma or other adverse childhood events. This study sought to evaluate individualized PLS curricula for two boys with substantial trauma histories and demonstrate how the PLS program could be delivered within a trauma-informed framework. We delivered the program and evaluated skill acquisition in a one-to-one setting in a UK-based clinic, and asked caregivers to assess skills at home. Results showed that both boys acquired skills targeted in their individual curriculum, but maintenance was sometimes inconsistent. Social validity assessments suggested that both boys enjoyed the training but were less definitive about its overall benefits. Caregivers rated the program highly and reported skill improvements at home. We discuss the implications of these findings in terms of adapting the PLS program to children with trauma histories.
学前生活技能（PLS）项目有大量证据表明，它在纠正高危学龄前儿童重要的社交和学习技能缺陷方面具有成效。同样的技能缺陷在寄养或寄宿照料机构中的大龄儿童中也很常见，他们大多数都经历过某种创伤或其他不良童年事件。本研究旨在评估针对两名有大量创伤史男孩的个性化PLS课程，并展示如何在创伤知情框架内实施PLS项目。我们在英国一家诊所的一对一环境中实施该项目并评估技能习得情况，同时让照料者在家中评估技能。结果显示，两个男孩都掌握了各自课程中设定的技能，但技能保持情况有时不太稳定。社会效度评估表明，两个男孩都喜欢培训，但对其整体益处的评价不太明确。照料者对该项目评价很高，并报告孩子在家中的技能有所提高。我们从使PLS项目适应有创伤史儿童的角度讨论了这些研究结果的意义。
