Teaching parents to serve as interventionists for their children is a common approach to enhance child learning. Research demonstrates that parents are able to implement evidence-based interventions with high integrity; however, there is limited research indicating the extent to which parents are able to maintain skills. We taught parents of two children, age 10 and 11, to implement three positive behavior support skills: praise, choice making, and setting expectations. Using a multiple baseline across skills design, parents demonstrated criterion level use of all three skills; however, only one skill for one parent maintained. We then taught parents to self-monitor the use of skills that did not maintain. Following self-monitoring, parents demonstrated immediate increases in strategy implementation. In addition, both children demonstrated significant increases in engagement and decreases in problem behavior. Social validity results indicated high acceptability by both parents.

教导父母充当孩子的干预者是促进孩子学习的常用方法。研究表明，父母能够高度诚信地实施循证干预；然而，表明父母能够保持技能的程度的研究有限。我们教了两个 10 岁和 11 岁孩子的父母实施三种积极的行为支持技能：表扬、做出选择和设定期望。使用跨技能设计的多重基线，父母展示了所有三种技能的标准水平使用；然而，只有一位家长保留了一项技能。然后，我们教父母自我监控未保持的技能的使用。在自我监测之后，家长们表现出在战略实施方面的立即增加。此外，两个孩子都表现出参与度的显着增加和问题行为的减少。社会效度结果表明父母双方的接受度很高。