同伴进行的金字塔式家长培训。
Pyramidal parent training by peers.
作者信息
Neef N A
机构信息
Graduate School of Education, University of Pennsylvania, Philadelphia 19104-6216, USA.
出版信息
J Appl Behav Anal. 1995 Fall;28(3):333-7. doi: 10.1901/jaba.1995.28-333.
Abstract
This study replicated a pyramidal model of parent training by peers and compared its effects with training by a professional with 26 parents of children with disabilities. A multiple probe design across 3 tiers of parents showed that both types of training produced acquisition, maintenance, and to varying extents, generalization of parents' teaching skills, with concomitant increases in the children's performance in most cases. Improvements were comparable for parents trained by a professional or by peers, and for parents who did and did not serve as peer trainers.
摘要
本研究复制了同伴对家长进行培训的金字塔模型，并将其效果与专业人员对26名残疾儿童家长进行培训的效果进行了比较。对三层家长采用多探针设计表明，两种培训方式都能使家长的教学技能得以习得、维持，并且在不同程度上实现泛化，在大多数情况下，儿童的表现也随之提高。专业人员培训的家长和同伴培训的家长，以及担任和未担任同伴培训师的家长，其改善情况相当。
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