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. 1978 Spring;11(1):111–123. doi: 10.1901/jaba.1978.11-111

Teaching foster grandparents to train severely handicapped persons.

P L Fabry, D H Reid
PMCID: PMC1311274  PMID: 148446

Abstract

Five foster grandparents were taught training skills for use in their daily interactions with severely handicapped persons in an institution. Following baseline, specific teaching procedures consisting of teacher instructions, prompts, modelling, and praise were implemented. The grandparents' frequency of training three skill areas increased as the specific teaching was implemented in multiple-baseline format. The total amount of training continued as teacher instructions, prompts, and modelling were terminated and praise continued, although the grandparents spent their training time emphasizing only two of the three skill areas. Teacher presence was gradually reduced over an 11-week period, with no decrease in grandparents' frequency of training. Four of the foster grandchildren, all profoundly retarded and multiply handicapped, demonstrated progress throughout the study. Results were discussed in light of the available contributions of foster grandparents in institutional settings and maintenance of staff training.

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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