Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social–emotional skills and challenging behavior. A systematic review of the literature resulted in the identification of 26 single-case design studies and 31 group design studies that evaluated a home-based intervention to improve social–emotional skills or challenging behavior for young children with a disability or delay. The most common interventions implemented were differential reinforcement, functional communication training, and antecedent-based interventions. Data based on the quality of experiment, characteristics of participants, and characteristics of interventions were analyzed. Fewer than half of the studies (41%) met design standards with or without reservations. However, the majority of studies that met design standards demonstrated strong or moderate evidence for the efficacy of the intervention (67%). Overall, the literature indicates caregivers can accurately implement established evidence-based practices with their young children to improve social–emotional skills and challenging behavior. Implications for practice and future research directions are discussed.

中文翻译：

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解决家庭服务中的挑战性行为和社交情感技能：系统回顾


发育迟缓的儿童更有可能在社交情感技能和挑战性行为方面遇到困难，如果不及时治疗，可能会导致长期不良后果。本文献综述的目的是综合与家庭干预相关的文献，以解决社交情感技能和挑战性行为。对文献的系统回顾确定了 26 项单案例设计研究和 31 项小组设计研究，这些研究评估了以家庭为基础的干预措施，以提高残疾或迟缓幼儿的社交情感技能或挑战性行为。最常见的干预措施是差异强化、功能性沟通训练和基于前因的干预措施。分析了基于实验质量、参与者特征和干预措施特征的数据。不到一半的研究（41%）无论有保留还是无保留都达到了设计标准。然而，大多数符合设计标准的研究都证明了干预措施有效性的强或中等证据（67%）。总体而言，文献表明，护理人员可以准确地对幼儿实施既定的循证实践，以提高社交情感技能和挑战性行为。讨论了对实践和未来研究方向的影响。