Assessment of Generalization and Maintenance in a Multicomponent Parent Training Program

Abstract

This study evaluated the effects of a multicomponent parent training program which emphasized the acquisition of general (as opposed to task-specific) techniques on parents' ability to generalize learned skills from an academic task school setting to a structured play home setting. Training in behavior modification skills was introduced in a multiple baseline design across subjects (parents). The results showed that the training procedures facilitated spontaneous generalization of parenting skills from the school to the home for one parent but not for a second parent. After in-home generalization training was conducted for the one parent, both parents demonstrated a maintenance of learned skills over a 12-month follow-up period. The results of the study support the need for vigorous assessment of generalization and maintenance and the identification of specific intervention procedures and parent/ family variables that may be associated with treatment outcome.

Caregivers' Encouragement Of Positive Interaction Between Preschoolers With Autism And Their Siblings

“…Even though families have long voiced their concern about sibling relations (e.g., Cordisco & Strain, 1986), we believe this is the first experimental demonstration where the social interactions of young children with autism and their siblings have been successfully altered. Baseline data indicated little positive sibling interaction in these families prior to interventions.…”

The Need for Longitudinal, Intensive Social Skill Intervention

“…Raters completed this symptom checklist while developmental tests were being administered to the children. (Cordisco & Strain, 1986). The primary child measure obtained from the code was percent of intervals engaged in appropriate behavior.…”

“…Direct Observation of Appropriate Behavior with Primary Caregiver-An interval coding system to track parent-child ' interaction was used(Cordisco & Strain, 1986). The primary child measure obtained from the code was percent of intervals engaged in appropriate behavior.…”

Personal Thoughts on Early Childhood Special Education Research: An Historical Perspective, Threats to Relevance, and Call to Action

“…Altering the child's entire social ecology relates to equipping providers, adult family members, siblings, and class peers with EBPs necessary to effect positive behavior change. Although it is true that children do make developmental progress without altering the entire social ecology, we have been able to show that nonoverlapping, important outcomes are achievable only with the systematic application of EBPs by specific agents of intervention (Cordisco & Strain, 1986;Sainato, Lyon, & Strain, 1987;Strain & Danko, 1995).…”