Reciprocal Video Feedback and Parent Training for Parents of Children Attending a Special School for Students With Intellectual Disabilities

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  • 特別支援学校(知的障害)における相互ビデオフィードバックを用いた全5回のペアレント・トレーニングの効果
  • トクベツ シエン ガッコウ(チテキ ショウガイ)ニ オケル ソウゴ ビデオフィードバック オ モチイタ ゼン 5カイ ノ ペアレント ・ トレーニング ノ コウカ

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Abstract

The purpose of the present study was to examine effectiveness of implementing parent training in a special elementary school for students with intellectual disabilities. Participants, 3 mothers of 6- to 7-year-old children (2 boys, 1 girl) with intellectual disabilities and/or autism spectrum disorders, were given five 1.5-hour training sessions, in which the topics were selecting target behaviors and developing parenting procedures that used antecedent and consequent controls. The training included lectures, implementation of the parenting procedures at home, recording of the children's target behaviors by the parents, and delivering reciprocal video feedback. Inspection of each parent's recording revealed that 1 child acquired the target behavior. Utterance analyses of the reciprocal video feedback sessions suggested that the use of reciprocal video feedback may have promoted the monitoring of the children's behavior and also reinforced participation in reciprocal training. The discussion presents possible future directions for further study on this topic.

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