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Effects of Behavioral Parent Training for Parents of Children with Developmental Disabilities: Comparison of Theory-based training and Practice-based training

Abstract

The purpose of this study was to examine the effects of two types of behavioral parent training programs for parents of children with developmental disabilities. Participants in this study were 44 mothers of children with developmental disabilities. Twenty six mothers were randomly assigned to one of two groups: theory-based training (14 mothers) and practice-based training (12 mothers). An additional nine mothers were assigned to the waitlist control group. Both treatments (theory-based training, practice-based training) consisted of 12 sessions (90~120 minutes per session). Mothers who participated in theory-based training learned basic behavior principles in depth. Mothers who participated in practice-based training learned basic behavior principles in a condensed, brief format, and were instructed to apply the skills to their children. Parent-report questionnaires were administered at the beginning and end of the training period. Direct observations of parent-child interactions were also collected. According to the results, in the practice-based training, positive child behaviors showed a significant increase compared to the control group. In both groups, negative child behaviors showed a significant decrease compared to the control group. No significant differences were observed based on the parent-report questionnaires and observed behaviors of parents. Implications, limitations, and directions for future research are discussed.

keywords
발달장애 아동, 행동주의 부모교육, 이론 집단, 실습 집단, 문제행동, children with developmental disabilities, behavioral parent training, theory-based training, practice-based training, maladaptive behavior

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