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Training parents of retarded children: program-specific outcomes
Journal of Behavior Therapy and Experimental Psychiatry
|September 1, 1984
Summary
This study found that parent training programs for children with developmental disabilities yield specific outcomes. Behavior modification and advocacy skills improved based on the targeted training received, showing minimal nonspecific effects.
Area of Science:
- Developmental Psychology
- Behavioral Science
- Special Education
Background:
- Parenting interventions are crucial for children with developmental disabilities.
- Understanding the specificity of training outcomes is essential for program effectiveness.
- Distinguishing between specific skill acquisition and general effects is key.
Purpose of the Study:
- To assess the specificity of outcomes in group behavior modification training for parents of developmentally disabled children.
- To differentiate between gains in behavior modification skills and advocacy skills.
- To evaluate the impact of nonspecific factors on training outcomes.
Main Methods:
- Randomly assigned 15 families to either a Parents as Teachers or Parents as Advocates course.
- Administered pre and post-training measures of behavior modification knowledge and skill.
- Administered pre and post-training measures of advocacy knowledge and skill.
Main Results:
- Subjects showed significant gains in skills directly related to their assigned training program.
- Three out of four outcome measures demonstrated specificity to the training received.
- Nonspecific factors, such as general program participation, had minimal impact on outcomes.
Conclusions:
- Group behavior modification training programs can yield specific, targeted outcomes for parents of children with developmental disabilities.
- The findings support the effectiveness of specialized training in enhancing distinct parental skills.
- Intervention design should focus on specific skill development to maximize therapeutic benefits.