No abstract

Child maltreatment (CM) is a global public health problem. Evidence-based home visiting programs, such as SafeCare®, reduce CM risk, and enhance parent-child relationships and other protective factors. As the result of the COVID-19 pandemic and resulting restrictions, SafeCare Providers transitioned from home to virtual delivery for the SafeCare curriculum. The purpose of this study is to 1) examine active SafeCare Providers' opinions on the feasibility and effectiveness of SafeCare via remote delivery, and 2) better understand workforce concerns for human service professionals within the context of COVID-19 mitigation efforts. Data are from a cross-sectional survey of SafeCare Providers (N = 303) in the United States, Canada, and Australia. The majority of Providers reported they were actively delivering SafeCare virtually and were comfortable with the delivery format. Providers indicated that the majority of SafeCare families are making progress on target skills, and that engagement is high among many families. Some service delivery challenges were reported, ranging from family data plan limitations to difficulty with delivery of specific components of the SafeCare curriculum related to modeling and assessment. The impact of COVID-19 on Providers' daily routines, stress level, and work-life balance has been significant. Remote, virtual delivery of CM prevention programming offers the opportunity to continue serving vulnerable families in the midst of a pandemic. Barriers related to family technology and data access must be addressed to ensure reach and the effective delivery of prevention programming during the pandemic and beyond.

No abstract

Social skills deficits and excesses are a defining aspect of mental retardation (MR). Research indicates that there is an established relationship between social skills and maladaptive behaviors. A number of studies demonstrate that the social competence of individuals with MR and comorbid psychopathology can be enhanced with social skills training. However, to design an effective training package, an accurate assessment of adaptive and social functioning must first be conducted. Unique problems arise when assessing social skills in individuals with severe and profound MR (i.e., individuals often have limited verbal repertoires). Thus, a clinician must often rely on observable behavior and caregiver report rather than self-report. The three most common methods for assessing social skills are behavioral observations, role-playing, and checklists. These assessment strategies will be discussed, as well as suggestions for future research.