Abstract
Since the mid-1960s, the work on behavioral parent training has burgeoned from a few single-case studies to a massive body of literature reporting the successful treatment of thousands of children with a wide variety of problems. Beginning in the late 1950s, behavior modification had its first impact on children diagnosed as autistic, schizophrenic, and mentally retarded (e. g., Lovaas, Freitag, Gold, & Kassorla, 1965). Once this approach had been demonstrated to be effective, it was applied to youngsters exhibiting other disorders, such as hyperactivity, school phobia, and enuresis (e. g., Ayllon, Layman, & Kendel, 1975; Azrin, Sneed, & Foxx, 1974). As clinicians began to consider the questions about the efficient delivery of services and the maintenance and generalization of behavioral improvements, increased attention was focused on training the child’s parents to be the agents of change (O’Dell, 1974). Using parents as therapists had the potential of extending interventions to greater numbers of children in need of services and to those environments in which problem behaviors and/or skills deficits were evidenced. No longer viewed as an experimental technology, this mode of treatment has become an increasingly effective, accepted, and popular strategy.
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Sisson, L.A., Taylor, J.C. (1993). Parent Training. In: Bellack, A.S., Hersen, M. (eds) Handbook of Behavior Therapy in the Psychiatric Setting. Critical Issues in Psychiatry. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-2430-8_27
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