A New Intervention Procedure for Improving Classroom Behavior of Neglected Children: Say Do Say Correspondence Training

Author: María J Pino; Javier Herruzo; Carlos Herruzo
Language: English
Published: 2019
Source: Directory of Open Access Journals: DOAJ Articles
Online Access: https://www.mdpi.com/1660-4601/16/15/2688
https://doaj.org/toc/1660-4601
https://doi.org/10.3390/ijerph16152688
https://doaj.org/article/01583b6da7ea40479b0ee8e22a12107a
Identification number: ftdoajarticles:oai:doaj.org/article:01583b6da7ea40479b0ee8e22a12107a

Summary

Although neglect is the most common form of child maltreatment, a review of the literature since 1980 reveals a lack of controlled child neglect intervention programs. The aim of this study is to assess a new intervention program to improve the classroom behavior of children exposed to neglect only, by reducing disruptive conduct and promoting adaptive conduct. Two matched groups were selected with children of the same ages, sex, and social class (cultural and economic level) and with mothers of similar ages. The experimental group comprised of five children suffering from neglect and no other type of maltreatment. The control group had five children not abused or neglected. All the children were in the same class at school. The percentage of time per session that each child spent engaged in disruptive behavior was measured (baseline) and was found significantly higher among neglected children. Say-Do-Say Correspondence Training was applied with the neglected children and a rapid, significant reduction in their disruptive behavior was observed (and statistically confirmed), bringing such behavior down to the level of the control (i.e., non-neglected) children. These results were maintained when the intervention was halted. We concluded that the adaptive and classroom behavior of neglected children can be improved with this non-intrusive intervention.