Citation

Carroll-Rowan LA, Miltenberger RG. Educ. Treat. Child. 1994; 17(2): 113-128.

Copyright

(Copyright © 1994, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This study evaluated the efficacy of two classroom-based abduction prevention training programs for preschoolers and determined the effects of retraining on skill acquisition. Sixty-two preschool children were assigned to either a videotape condition, a training manual condition, or a no treatment control group. Learning was evaluated using both self-report methods and in situ probes.

RESULTS showed that for both types of assessment, both training conditions were superior to the no treatment control condition. The manual was superior to the video on the self-report measure, but not for the in situ probes. Correspondence between the children's verbal and nonverbal behavior was found to be low. Several children in both training groups did not learn the skills and training had to be repeated.

Language: en