Baker B L, Heifetz L J, Murphy D M
Am J Ment Defic. 1980 Jul;85(1):31-8.
Ninety-five families who had completed a 20-week behavioral-training program for parents of retarded children (Heifetz, 1977) were re-contacted 14 months later. An in-home interview and several questionnaires assessed maintenance of child gains and parents' knowledge of programming principles, as well as the extent and quality of continued and new programming, perceived obstacles to home teaching, and perceived effects of the training program. Parents had retained their knowledge of programming principles, and the children had retained their original skill gains. Many families had initiated some teaching of new skills, although few parents carried out regular formal teaching sessions. Almost one-half of the families were classified as having continued to employ useful or very useful teaching. The main perceived obstacles to home-teaching were limitations in time, in the child's learning ability, in the parent's teaching ability, and in professional support. The implications of these follow-up results for future training programs were discussed.
对95个已完成针对智障儿童家长的20周行为训练项目（海费茨，1977年）的家庭，在14个月后再次进行了联系。通过一次入户访谈和几份问卷，评估了儿童进步的维持情况、家长对训练原则的了解程度，以及持续和新开展的训练的范围与质量、家庭教学中察觉到的障碍，还有对训练项目的感知效果。家长们保留了他们对训练原则的了解，孩子们也保持了最初的技能进步。许多家庭开始了一些新技能的教学，尽管很少有家长进行定期的正式教学课程。几乎一半的家庭被归类为继续采用了有用或非常有用的教学方法。家庭教学中主要察觉到的障碍包括时间限制、孩子学习能力的限制、家长教学能力的限制以及专业支持的限制。讨论了这些随访结果对未来训练项目的启示。
