ABSTRACT
The extent to which parents and children generalize newly acquired behaviours beyond the situation of the initial learning has been an explicit concern of behaviour modification based training. One part of the rationale for home-teaching services was precisely avoidance of the expected problem of transfer of learning from a clinic or laboratory setting to home. This chapter explores the parent characteristics which have been investigated. It also explores measurement of parents teaching style and skills. Two workshop studies have followed up non-volunteers, to give an indication of their characteristics and views. Baker offered a workshop to parents of children who attended a school for mentally handicapped children. Hudson compared three ten-session workshop training procedures: a specific focus group in which each mother planned and revised a task relevant to her child. Hudson concluded that the specific teaching of behavioural principles did not appear to contribute at all to training outcomes, but that the use of modelling and role-playing appeared beneficial.
