RESUMO
A multiple baseline design was used to investigate the acquisition and subsequent generalization of vocal imitation training skills by parents of language-delayed Down syndrome preschoolers. The use of modeling, prompting, and feedback techniques readily produced increases in correct use of prompts and praise by parents as well as decreases in tangential statements while they were conducting structured imitation training with their children in an experimental preschool. These changes in parental behavior were associated with improved vocal imitation and decreased disruptive behavior by their children. The newly acquired parental skills did not extend to free-play sessions at home. In a subsequent manipulation, parents received instructions to use their skills at home, were taught how to adapt them to the free-play format, and were given feedback based upon audio tapes of the home sessions. This resulted in rapid increases in targeted parental behavior at home as well as increases in children's vocal imitation and spontaneous vocalization.
