Heifetz L J
Am J Ment Defic. 1977 Sep;82(2):194-203.
A series of instructional manuals in behavior modification with retarded children was tested as a self-contained resource and as part of three larger training programs involving different amounts of professional assistance to parents: telephone consultations, training groups, training groups plus home visits. One hundred and sixty families were randomly assigned to the four training conditions or to a delayed-treatment control group. The 20-week treatment period emphasized the programming of self-help skills, but also provided an introduction to programming language skills and managing behavior problems. The manuals-alone format was as effective as the more expensive training formats in producing gains in children's self-help skills and fostering knowledge of behavioral principles in mothers. The two group-training formats produced more efforts at behavior-problem management, greater gains in knowledge of principles by fathers, and higher self-confidence as teachers. Telephone consultation was generally the least effective training format; the manuals-alone condition was surprisingly effective. Some implications of the results for future strategies of family intervention were discussed.
一系列针对智障儿童的行为矫正指导手册，被作为一种独立资源进行测试，同时也作为三个更大规模培训项目的一部分进行测试，这三个项目为家长提供不同程度的专业协助：电话咨询、培训小组、培训小组加家访。160个家庭被随机分配到四种培训条件或一个延迟治疗对照组。为期20周的治疗期着重于自助技能的规划，但也介绍了编程语言技能和行为问题管理。仅使用手册的形式在提高儿童自助技能和促进母亲对行为原则的了解方面，与更昂贵的培训形式一样有效。两种小组培训形式在行为问题管理上付出了更多努力，父亲在原则知识方面有更大收获，并且作为教师的自信心更高。电话咨询通常是最无效的培训形式；仅使用手册的情况出人意料地有效。文中讨论了这些结果对未来家庭干预策略的一些启示。
