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Positive Parent-Child Intervention

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Recommended: Review of related literature of social skills

The result of implementing these social skills interventions appeared generally positive outcomes. Most participants who received the SST treatment decreased disruptive or antisocial behaviors and improved positively social competence. Despite generally positive outcomes of SST, the individual studies presented many limitations and mixed outcomes.
Quinn, Kavale, Mathur, Rutherford, and Forness (1999) suggested that the inconsistent outcomes could indicate the failure to properly assess group-based interventions, and recommended long-term study and formative evaluation. Kamp, Tankersley, and Ellis (2000) suggested the needs of larger sample sizes in future studies. Also, most maintenance studies were conducted immediately after intervention or in a year. Ross and Sabey (2015) pointed out the necessity of more data in long-term maintenance.
In reviewed studies, various interventionists delivered the SST lessons such as …show more content…

(2006) stated the efficacy becomes more powerful when intervention includes family, peer, and community components. Kamp, Tankersley, and Ellis (2000) added peer tutoring interventions to sustain positive interaction and parent support interventions to promote positive parent-child interaction. This study discussed a lack of documentation in the effect of parent component. However, Gresham, Van, and Cook (2006) stated the difficulty of developing design to evaluate the unique effects of isolated component because SST program contained many components.
Combined SST programs attempted to incorporate peer and/or parent interaction. The CICO program began to incorporate parents feedback on DPRs and to reflect it to individual daily goals. Ross and Sabey (2015) expanded peer and adult interaction in the CICO+SS program. After each lesson, participants were provided 10-minutes practice time in a controlled setting and opportunities to practice the acquired skills along with peers and/or adults throughout the school until

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• Parents will always support their son and positively praise him to increase his self esteem • Parents and Teachers will give the male-client a task to do in order to make him feel like he’s making a contribution and give him a reason to interact Alternative Strategies: • The male-client will practice calming methods when feeling anxious and shy, like using positive self talk or breathing, stretching, and relaxing techniques • The male-client may request to be removed from an uncomfortable setting to an alternative setting to calm down or take a break • Parents and Teachers will create a signal between them and the male-client to indicate when he is ready to participate or partake in an activity • Parents may give their son a goal to reach everyday, like greeting 5 people and when the goal is reached they will reward him Positive Reinforcement/Rewarding Stimulus: • Parents or Teachers will give rewards when the male-client uses his social skills and participates in activities

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Parent- child bonding would also be encourage during sessions this is to improve family communication and to allow parents to understand why children exhibits behavioural issues. It is also important to that during sessions parents discuss their thoughts that they see in their children to understand the importance of play in children and parents to be able to spend quality time with their children. In order for successful communication to be present within the family, one must be able to share

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