Parents as change agents for their children: A review

Reisinger, James John; Ora, John P.; Frangla, George W.

doi:10.1002/1520-6629(197604)4:2<103::aid-jcop2290040202>3.0.co;2-9

Cited by 58 publications

(14 citation statements)

References 98 publications

(54 reference statements)

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“…The effectiveness of a wide variety of such programs in changing targeted deviant behaviors has been documented (e.g., O'Dell, 1974;Reisinger, Ora, & Frangia, 1976), however, evidence of generalization to sibling behavior and more general family functioning has been limited. Investigation and development of efficient intervention programs focused on restructuring family interaction patterns is important not only for its current therapeutic value, but also for future use in providing models of prevention-oriented mental health care.…”

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confidence: 99%

Parent‐child interaction training: Effects on family functioning

Eyberg

Robinson

1982

Journal of Clinical Child Psychology

207

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confidence: 99%

Parent‐child interaction training: Effects on family functioning

Eyberg

Robinson

1982

Journal of Clinical Child Psychology

207

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“…The trend toward the increasing use of parents as change agents for their children was given impetus by personpower shortages in the mental health field, revised service delivery approaches, and the new uses of nonprofessionals and paraprofessionals (Reisinger, Ora, and Frangia, 1976). In particular, behavioral approaches to child treatment have emphasized the need to train social agents, especially parents, in the child's natural environment in order to bring about durable, generalized changes in children.…”

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confidence: 73%

A Survey of Parent Training Manuals

Bernal

North

1978

J of App Behav Analysis

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Twenty-six commercially available parent training manuals were surveyed with the goal of providing helpful information to the professional for selection of manuals. Included were manuals for parents as well as manuals for professionals for use in conducting individual or group treatment. The following information was given for all manuals: the characteristics of the target populations for whom the manuals were intended, readability levels, use made of technical language, provision of glossary, organization and format of the book, availability of supplementary materials such as leaders' guides, and references to reviews by other authors. In an additional section, the research literature dealing with evaluation of these manuals was reviewed and summarized as a means of acquainting the reader with the available scientific information on their effectiveness. A report on the status of each manual in terms of evaluation was provided in tabular form. The evaluation of manuals by conduct of empirical research to determine their usefulness to the consumer was emphasized.KEY WORDS: training manuals, parents, childrenThe trend toward the increasing use of parents as change agents for their children was given impetus by personpower shortages in the mental health field, revised service delivery approaches, and the new uses of nonprofessionals and paraprofessionals (Reisinger, Ora, and Frangia, 1976). In particular, behavioral approaches to child treatment have emphasized the need to train social agents, especially parents, in the child's natural environment in order to bring about durable, generalized changes in children. As a consequence of these developments, there has been a surge of efforts to develop treatment technologies that make the treatment procedures needed operational. These efforts have resulted from an awareness of the paucity of materials for training parents or for communicating the information necessary for parents to become effective change agents.Since publication of Patterson and Gullion's original version of Living with Children in 1968, manuals for parents and for professionals who train parents have been produced at an increasing rate by behaviorally oriented authors seeking to meet the needs of the growing number of consumers of these materials. Some of the publications have been aimed at parents in general, while others have been intended for use as reading material for parents seeking professional guidance. Some manuals focus on normal children, whereas many of them have as their targets children with varying behavioral and developmental problems. Topics of the manuals range from general rearing of children to teaching of specific skills such as toileting. A more recent development is the publication of manuals for professionals and paraprofessionals to train parents to help their own problem children. These

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“…Parents play a key role in facilitating dialogue with their child. They are responsive to their own child's cues, and their contingent responsiveness facilitates language acquisition (Reisinger, Ora, & Frangia, 1977). Parents spend more time with their child than the clinician, use reinforcement from the child's natural environment and can provide frequent meaningful models ( (Fey, 1986).…”

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confidence: 99%

Indirect intervention for preschool stutterers

Bowers¹

2000

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This study investigated the advisability of utilizing parents to provide treatment for their dysfluent preschoolers. It involved the development, implementation and evaluation of a specific treatment program involving indirect language stimulation techniques. The primary question asked was whether or not parents can be successful in significantly reducing or eliminating dysfluent speech in their children. The secondary question was whether or not parents can be trained successfully to provide treatment.2 Four children and their mothers were involved in the study. The four children were determined to be incipient stutterers rather than having normal nonfluencies by using the criteria set up by Adams (1977). The mother-child dyad was videotaped in a play situation for 20 minutes before the training period began. Then the mothers were trained to use specific language stimulation techniques which encouraged positive and neutral statements and discouraged negative statements, such as commands and questions. They used these techniques once each day for six weeks during a 30-minute session alone with the child. In order to compensate for the possible positive effect of spending time alone with the child, a second six-week period was spent simply reading to the child and not interacting in a personal way. The mothers' comments were analyzed before treatment began and after each six week period. The Stuttering Severity Instrument (SSI), (Riley and Riley, 1980), was applied to evaluate the child's speech samples during the initial session and each six week period. A follow-up session was videotaped six months after treatment ended.The data were analyzed by comparing individual SSI scores and percentages. Jack, Steve and Sophia showed impressive improvement in their fluent speech following the treatment period and at the follow-up session. Ross showed no improvement after the treatment period, but showed some improvement after six months.The answer to the primary question whether the children's stuttering behavior is improved by the parent treatment program is not entirely affirmative. Although three of the children did make meaningful improvement in their speech, one child in the study did not, at least not until six months after the study. The secondary question regarding the ability of the parents to learn the treatment program is answered affirmatively as a result of analyses of the mother's conversation after treatment sessions. The degree of change from negative statements and questions to positive statements ranged from 26% to 68% from pretreatment to posttreatment sessions. 3The results of this investigation indicate that some reservations exist in considering a single treatment paradigm such as indirect language stimulation techniques. Although there may by some merit in using ILS in some situations, it seems apparent that factors other than the verbal interaction between caregivers and the child must be considered when adopting a plan for treatment and when choosing indirect over direct intervention.

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Parents as change agents for their children: A review

Cited by 58 publications

References 98 publications

Parent‐child interaction training: Effects on family functioning

Parent‐child interaction training: Effects on family functioning

A Survey of Parent Training Manuals

Indirect intervention for preschool stutterers

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