Training parents of retarded children: program-specific outcomes

Abstract

This study examined the specificity of outcome in a group behavior modification training program for parents of developmentally disabled children. Fifteen families were randomly assigned to either a Parents as Teachers or Parents as Advocates course. Measures of behavior modification knowledge and skill, and advocacy knowledge and skill were administered to all subjects pre and post training. On three of the four outcome measures, subjects demonstrated gains that were specific to their training program. The effects of nonspecific factors appear to have been minimal.