Generalization and maintenance in training parents of the mentally retarded

This study evaluated the effects of systematic training on three parents' teaching skills on a series of tasks with handicapped students attending a special education school for the severely mentally retarded. The parents' behavior modification skills were assessed via the teacher and students. Training in behavior modification skills was introduced in a multiple baseline design across subjects (parents). The training program included written handouts, slide sequences, role-played instruction, and performance feedback. Results showed that training produced noticeable gains in both parent and student performance on tasks that were different from those used during training. In addition, these gains were maintained during follow-up two months after completion of the program.