Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities

Abstract

The present study was designed to determine whether parents (three mothers and one grandmother) could implement CBI with SP reliably for teaching community skills to their children and the effects of parent-delivered intervention on teaching the community skills. Maintenance and generalization effects of the intervention were also analyzed in the study. Lastly, the study was designed to reveal the participants' opinions about the intervention. Four parents and their children participated in the study and mother-child dyad was formed. A multiple probe design across community skills and replicated across children was used. Results showed that all parents implemented the intervention with a high degree of treatment integrity. Parent-delivered intervention was effective on teaching community skills. Participants were able to maintain the acquired community skills over time and generalized the acquired skills to generalization sites. The participants' opinions regarding the social validity aspects of the study were positive in general. Based upon evaluation of the findings and implications of the study, future research needs are discussed.