新冠病毒期間遠距督導家長 在家執行 PTR-F 的經驗

The Experience of Distance Monitoring: Parents Implement PTR-F during COVID-19 Pandemic

本文主要分享作者在新冠病毒期間執行兩個家長參加Prevent-Teach Reinforce for Families（PTR-F）所做的遠距督導的經驗。PTR主要是在正向行為支持理念所發展的一種工作模式，預防（Prevent）、教導（Teach）和增強（Reinforce）簡稱為PTR，可以運用在學校和家庭，本研究是以家庭為本位的介入，所以稱為PTR-F。本文取自作者的研究，以兩個有發展遲緩幼兒的家長為對象探討PTR-F的成效和可行性，PTR-F的五個步驟，團隊組成（teaming）、評估（assessment）、介入（intervention）、教練（coach）和評鑑（evaluation），主要測量家長執行教導任務的精準度、幼兒的挑戰行為和完成任務時間。在研究過程中因新冠病毒疫情緊張，研究者無法到家執行，只好改採用科技工具進行遠距實施，兩個家庭各有兩次遠距實施，本文特分享此兩次遠距實施的經驗以提供未來需要對家長利用遠距方式提供家長介入支持的參考。

The purpose of this paper is to share the implementation experiences by delivering two parent training sessions via distance learning amid the COVID-19 pandemic. The Prevent-Teach-Reinforce for Families (PTR-F) model was used as the main family-based intervention program on two families with developmentally delayed young children who exhibits challenging behavior problems. The PTR-F was implemented in the 5-Steps processes: (a) Teaming;(b)Assessment; (c)Intervention; (d)Coaching; and (e)Evaluation. The implementation fidelity of both mothers based on their child's behavioral support plan and the changes in the child's challenging behaviors were collected. During the COVID-19 pandemic, the researcher replaced the actual observations with virtual observations while parent training during coaching sessions was done through distance learning. The researcher focused on discussing the experience of the two distance monitoring sessions in order to provide information and intervention support on distance learning.