Twenty-four parents of young children were instructed in child management techniques taught by one of two methods: lecture-discussion or role-playing. Outcome measures were an analogue questionnaire and home observations collected after two weeks and four weeks of training. The role-play method of presentation was shown to be superior to the lecture-discussion method after both two weeks and four weeks of training on the analogue questionnaire. There were no differences between groups according to home observations after two weeks of training. After four weeks of training, the lecture-discussion method of presentation was the most effective in teaching parents how to give appropriate commands to their children. Improving parents' skills in applying correct contingencies was found to be more effective in changing childrens' compliance rate than was improving parents'a skills giving correct commands. The results of the present study call into question the generalization of results in parent training studies which use either analogue measures or short-term training procedures. / Source: Dissertation Abstracts International, Volume: 42-06, Section: B, page: 2522. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74560 |
| Contributors | CURTON, ERIC DONALD., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 78 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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