Behavioral Parent Training Skills and Child Behavior: The Utility of Behavioral Descriptions and Reflections

Autor/inn/en	Tempel, Ashley B.; Wagner, Stephanie M.; McNeil, Cheryl B.
Titel	Behavioral Parent Training Skills and Child Behavior: The Utility of Behavioral Descriptions and Reflections
Quelle	In: Child & Family Behavior Therapy, 35 (2013) 1, S.25-40 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-7107
DOI	10.1080/07317107.2013.761009
Schlagwörter	Parent Child Relationship; Child Behavior; Parent Education; Therapy; Outcomes of Treatment; Speech Communication; Preschool Children; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Therapie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher
Abstract	Empirical examination of components of behavioral parent training programs is necessary to inform treatment effectiveness and efficiency; however, comprehensive research on many components is lacking. The current study examined two parenting components utilized in Parent-Child Interaction Therapy by investigating the effects of behavioral descriptions on on-task behavior and the effects of reflections on descriptive speech. Twenty six parent-child dyads, with a child age 3-5, completed five parental-skill conditions. Results suggest that combined skills increased child on-task behavior more than other conditions; and that behavioral description alone increased on-task behavior more than questions. Furthermore, parental questions increased descriptive speech more than other forms of parental attention. These findings provide preliminary support for the utility of specific types of parental attention. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10