Moxley-Haegert L, Serbin L A
Child Dev. 1983 Oct;54(5):1324-31.
This study compared the effectiveness of developmental education for parents with parent education in child management and with a no-education control condition in motivating parents to participate in home treatment programs for developmentally delayed infants. 39 delayed infants, matched for age and severity of delay, and their families were randomly assigned to the 3 treatment groups. The subsequent differential effectiveness of home treatment programs, in terms of the infants' developmental gains, was then examined. Results indicated that the children in the developmental education group gained a greater number of skills, and their parents participated more in the assigned home treatment programs than did parents in the other 2 groups. At follow-up approximately 1 year later, parents who received developmental education continued to participate more than the other parents in their child's treatment program. Developmental education appears to enable parents to discriminate small developmental gains, facilitating the intrinsic motivation involved in working with their children.
本研究比较了针对父母的发展教育与儿童管理方面的家长教育以及无教育对照组在激励父母参与发育迟缓婴儿家庭治疗项目方面的效果。39名年龄和发育迟缓严重程度相匹配的发育迟缓婴儿及其家庭被随机分配到3个治疗组。随后，研究考察了家庭治疗项目在婴儿发育进步方面的后续差异效果。结果表明，发展教育组的儿童获得了更多技能，且其父母比其他两组的父母更多地参与了指定的家庭治疗项目。在大约1年后的随访中，接受发展教育的父母在孩子的治疗项目中的参与度仍高于其他父母。发展教育似乎能使父母辨别出微小的发育进步，促进与孩子互动时的内在动力。
