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Updated: Aug 2, 2026
08:09
Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Validating and teaching affective adult-child interaction skills
J F McGimsey1, J R Lutzker, B F Greene
1Au Clair Palms Education Center, Mt. Dora, FL 32757.
Behavior Modification
|April 1, 1994
Summary
Graduate students demonstrated improved adult-child interaction skills, generalizing learning across settings. The study suggests incorporating affective skills into behavior management training for better outcomes.
Area of Science:
- Child Psychology
- Behavior Analysis
- Educational Psychology
Background:
- Effective adult-child interaction is crucial for child development.
- Graduate training programs aim to equip students with essential skills for working with children.
- Assessing and validating these skills is key to ensuring program efficacy.
Purpose of the Study:
- To evaluate the adult-child interaction skills of graduate students in training.
- To validate these skills through expert review in childhood education and behavior analysis.
- To determine if learned skills generalize across different settings.
Main Methods:
- A multiple-probe design was employed across three distinct groups of subjects.
- Graduate students undergoing training were the primary subjects assessed.
- Content and social validation were conducted by experts in childhood education and behavior analysis.
Main Results:
- The graduate students demonstrated proficiency in adult-child interaction skills.
- A significant finding was the generalization of these skills across various settings.
- Expert validation confirmed the content and social relevance of the assessed skills.
Conclusions:
- The study suggests that behavior management training is effective in improving interaction skills.
- Generalization of skills across settings indicates robust learning.
- It is recommended to integrate affective skills into behavior management curricula for comprehensive training.
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