Abstract
A training course (PEPs) is described, which is designed to teach parents how to be effective direct instructors of, and advocates for, their developmentally disabled children. Long-term maintenance of post-course parent involvement suggests that the programme-centred and ecological nature of the course overcomes many problems associated with parental training. Successful application of effective instructional programmes also leads to longterm acceleration of children's gains in basic academic and language skills. Results from a group using a direct-instruction language programme are presented, plus some results of advocacy training. Parent training such as PEPs is seen as a means of redressing the current imbalance between consumers and service-deliverers in their influence on the quality and type of programmes offered for developmentally disabled children.
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