Skill acquisition in parents of children with developmental disabilities: Interaction between skill type and instructional format

Dorothea C. Lerman, Naomi Swiezy, Susan Perkins-Parks, Henry S. Roane

Research output: Research - peer-reviewArticle

Abstract

A variety of instructional formats have been used to teach parents of children with developmental disabilities how to implement treatments for problem behavior. Although several authors have suggested that the efficacy of various instructional methods might depend on the type of skill taught to parents, no studies have been designed to systematically explore this potential interaction. In this preliminary study, three parents who requested outpatient services for treatment of their children's problem behavior were taught to implement multiple treatment components. Therapists employed the most cost-efficient method first (i.e., written and verbal instructions) to teach prescribed behavior management strategies (e.g., differential reinforcement). If the parent's behavior failed to meet a performance criterion, feedback was included in training sessions. The efficacy of verbal and written instructions varied across different components of the child's treatment program. Copyright (C) 2000 Elsevier Science Inc.

LanguageEnglish (US)
Pages183-196
Number of pages14
JournalResearch in Developmental Disabilities
Volume21
Issue number3
DOIs
StatePublished - May 2000

Fingerprint

Developmental Disabilities
Disabled Children
Parents
Therapeutics
Problem Behavior
Child Behavior
Ambulatory Care
Costs and Cost Analysis
Reinforcement (Psychology)

ASJC Scopus subject areas

  • Psychiatry and Mental health
  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

Skill acquisition in parents of children with developmental disabilities : Interaction between skill type and instructional format. / Lerman, Dorothea C.; Swiezy, Naomi; Perkins-Parks, Susan; Roane, Henry S.

In: Research in Developmental Disabilities, Vol. 21, No. 3, 05.2000, p. 183-196.

Research output: Research - peer-reviewArticle

@article{f703094ba5ce4f3a8f944e221b0feea9,
title = "Skill acquisition in parents of children with developmental disabilities: Interaction between skill type and instructional format",
abstract = "A variety of instructional formats have been used to teach parents of children with developmental disabilities how to implement treatments for problem behavior. Although several authors have suggested that the efficacy of various instructional methods might depend on the type of skill taught to parents, no studies have been designed to systematically explore this potential interaction. In this preliminary study, three parents who requested outpatient services for treatment of their children's problem behavior were taught to implement multiple treatment components. Therapists employed the most cost-efficient method first (i.e., written and verbal instructions) to teach prescribed behavior management strategies (e.g., differential reinforcement). If the parent's behavior failed to meet a performance criterion, feedback was included in training sessions. The efficacy of verbal and written instructions varied across different components of the child's treatment program. Copyright (C) 2000 Elsevier Science Inc.",
author = "Lerman, {Dorothea C.} and Naomi Swiezy and Susan Perkins-Parks and Roane, {Henry S.}",
year = "2000",
month = "5",
doi = "10.1016/S0891-4222(00)00033-0",
volume = "21",
pages = "183--196",
journal = "Research in Developmental Disabilities",
issn = "0891-4222",
publisher = "Elsevier Inc.",
number = "3",

}

TY - JOUR

T1 - Skill acquisition in parents of children with developmental disabilities

T2 - Research in Developmental Disabilities

AU - Lerman,Dorothea C.

AU - Swiezy,Naomi

AU - Perkins-Parks,Susan

AU - Roane,Henry S.

PY - 2000/5

Y1 - 2000/5

N2 - A variety of instructional formats have been used to teach parents of children with developmental disabilities how to implement treatments for problem behavior. Although several authors have suggested that the efficacy of various instructional methods might depend on the type of skill taught to parents, no studies have been designed to systematically explore this potential interaction. In this preliminary study, three parents who requested outpatient services for treatment of their children's problem behavior were taught to implement multiple treatment components. Therapists employed the most cost-efficient method first (i.e., written and verbal instructions) to teach prescribed behavior management strategies (e.g., differential reinforcement). If the parent's behavior failed to meet a performance criterion, feedback was included in training sessions. The efficacy of verbal and written instructions varied across different components of the child's treatment program. Copyright (C) 2000 Elsevier Science Inc.

AB - A variety of instructional formats have been used to teach parents of children with developmental disabilities how to implement treatments for problem behavior. Although several authors have suggested that the efficacy of various instructional methods might depend on the type of skill taught to parents, no studies have been designed to systematically explore this potential interaction. In this preliminary study, three parents who requested outpatient services for treatment of their children's problem behavior were taught to implement multiple treatment components. Therapists employed the most cost-efficient method first (i.e., written and verbal instructions) to teach prescribed behavior management strategies (e.g., differential reinforcement). If the parent's behavior failed to meet a performance criterion, feedback was included in training sessions. The efficacy of verbal and written instructions varied across different components of the child's treatment program. Copyright (C) 2000 Elsevier Science Inc.

UR - http://www.scopus.com/inward/record.url?scp=0034611878&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0034611878&partnerID=8YFLogxK

U2 - 10.1016/S0891-4222(00)00033-0

DO - 10.1016/S0891-4222(00)00033-0

M3 - Article

VL - 21

SP - 183

EP - 196

JO - Research in Developmental Disabilities

JF - Research in Developmental Disabilities

SN - 0891-4222

IS - 3

ER -