The Evaluation of Parent Intervention with Young Handicapped Children

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Abstract
The lack of a suitable technique and inadequate data from previous studies presents problems for the practitioner attempting to evaluate parent mediated intervention. Parent-training schemes tend to be either research oriented or service based. The evaluation of a long-term service presents difficulties while research work has limited application to studies of child change or parent–child interaction and attitude change. Teaching parents behavioural methods usually leads to positive child change therefore emphasis must now move to evaluating the teaching skills parents develop by being trained. Difficulties inherent in the use of multiple-success criteria and various modes of measurement are noted. Observational analysis, using V.T.R., is the most useful technique since it provides a direct record of the skills parents acquire. A practical system for evaluating parent behavioural training is suggested which can be adopted by the practitioner.