Developmental Psychology- my part

A. Hohmann, Banet & Weikert, 1979 – plan-do-recall strategy for parent child interaction. Parents
can use this with children. In this, instructor recalls the steps aloud for an activity for whatever
help the child needs to complete an activity. In doing these repetitions, the child acquires the
sequence to do a particular task. Thus, plan-do-recall helps in reinforced learning.

These tasks and content will be decided as per a module format. Topics covered could be: basic hygiene,
time concept, safety, implementing daily routine etc. (Graves, Graves, Haynes, Rice, & Whitman, 1986).

B. Haley and Bowers (1977)- evaluated a summer program for parents with mentally retarded
children. The program included activities for parents and children separately. Children were
largely engaged in fun activities such as movie screening, play sessions etc. on the other hand
this program aimed at educating parents about the disorder. To parents it was an opportunity
for parents to gain awareness and further knowledge about the disorder by some mental health
experts. Also a large number of parents interacted and shared their feelings and has a discussion
over the parenting skills for mentally retarded children. The program proved to be highly
effective as few parents gained broader knowledge of mental health and parenting skills and
could feel connected to other parents with similar experiences.

C. Cavkaytar (1999) developed parent training program. Purpose: for parents to teach their
children self-care and domestic skills. Manual: Teaching Toilet Skills Manual (TTSM) and the
"Teaching Self-Care and Domestic Skills mothers. Manual" (TSCDSM). Home visits planned and
conducted with parents. Outcomes: 1. Implement into practice the knowledge parents gained.
2. Supervision of parent child interaction by an expert. 3. Training to parents to implement in
natural setting.
 D.

Enhanced Milieu Teaching (EMT) : Goals and Rationale for Parent Intervention- for children’s
communication.
 Example of child care checklist that are task
analyses of important basic child-care, health, safety, and interactional skills
The pictorial manuals illustrate each checklist item for 25 basic parenting skills relevant for children aged
0 to 5 years old. We have compiled the checklists and manuals (and additional materials) into a 230
page, parenting handbook (Case & Feldman, 1993). The pictures in the manuals are line drawings traced
from photographs, ranging in size from 7.3 cm × 9.6 cm to 10 cm × 12.5 cm. The text and format of all
the manuals were guided by research with persons who have below average literacy skills (Doak, Doak,
& Root, 1995). The reading level of the manuals average grade 3, and is no higher than grade 6 ( Doak et
al., 1995).
References:
Cavkaytar, A. (2007). Turkish Parents as Teachers: Teaching Parents How to Teach Self-care and
Domestic Skills to Their Children with Mental Retardation. Education and Training in Developmental
Disabilities, 42(1), 85-93. Retrieved from http://www.jstor.org/stable/23880141
Feldman, M.A. (2004). Self-Directed Learning of Child-Care Skills by Parents With Intellectual Disabilities.
Infants and Young Children, 17(1), 17-31. Retrieved from
https://depts.washington.edu/isei/iyc/feldman_17_1.pdf

Haley, J., & Bowers, N. (1977). Summer Program for Parents of Mentally Retarded Children. Education
and Training of the Mentally Retarded, 12(1), 62-64. Retrieved from http://www.jstor.org/stable/23877012

Kaiser, A.P., & Hancock, T.B. (2003). Teaching Parents New Skills to Support Their Young Children’s
Development. Infants and Young Children, 16(1), 9-21. Retrieved from
http://depts.washington.edu/isei/iyc/kaiser_16_1.pdf

Whitman, B., Graves, B., & Accardo, P. (1989). Training in Parenting Skills for Adults with Mental
Retardation. Social Work, 34(5), 431-434. Retrieved from http://www.jstor.org/stable/23715370