Parent education project II: Increasing stimulating interactions of developmentally handicapped mothers

Author: Feldman, M.A.;Towns, F.;Betel, J.;Case, L.;Rincover, A.;Rubino, C. A.
Year: 1986
Reference Type: Journal Article
Journal/Book Title: Journal of Applied Behavior Analysis
Volume: 19
Issue: 1
Pages: 23-37
Abstract: Two studies are reported on the 68 and training of parent-child interactional skills in developmentally handicapped mothers. Study 1 compared the interactions of eight developmentally handicapped versus eight non-handicapped mothers during play with their young (6-25 months) children. Results showed that the former group generally interacted much less with their children and that they were less likely to praise appropriate child behavior and imitate child vocalizations. Study 2 attempted to remediate these deficits, using a training package consisting of discussion, modeling, feedback, social reinforcement, and self-recording. Results showed, first, that the training did increase the targeted skills to well within the range found for the non-handicapped mothers. Second, training effects generalized from the group instructional setting to the mothers' own homes. Third, newly acquired skills were generally maintained at or above levels found for the non-handicapped mothers over a 5 to 10 month follow up period. Finally, all seven children showed increases in vocalizations consistent with parent training. The results suggest that developmentally handicapped mothers can be taught to provide more effective and stimulating interactions to their young children.

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