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dc.contributor.authorTahir, Munazza
dc.date.accessioned2014-04-21T12:56:08Z
dc.date.available2014-04-21T12:56:08Z
dc.date.issued2014-04-21
dc.identifier.urihttp://hdl.handle.net/10464/5377
dc.description.abstractChildren of parents with learning difficulties (LD) are at risk for a variety of developmental problems including behavioural and psychiatric disorders. However, there are no empirically supported programs to prevent behavioural and psychiatric problems in these children. The purpose of the study was to test the effectiveness of a parenting intervention designed to teach parents with learning difficulties positive child behaviour management strategies. A multiple baseline across skills design was used with two parents, who were taught three skills: 1) clear instructions, 2) recognition of compliance and 3) correction of noncompliance. Training scores improved on each skill and maintained at a 1-month follow-up. Scores on generalization cards were high and showed maintenance, but improvements in parenting skills in the naturalistic environment were low at posttest and follow-up. Increases were seen in child compliance at posttest and 1-month follow-up. Results of pre-post social validity measures were also generally positive.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectParenting Intervention, Parents with Learning Difficulties, Generalization Strategies, Child Complianceen_US
dc.titleThe Family Game: A Parent Education Intervention to Increase Positive Parent-Child Interactions in Parents with Learning Difficultiesen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Disability Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentCenter for Applied Disability Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-03T02:16:22Z


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