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Parent training support for intellectually disabled parents: protocol information
- Authors:
- COREN Esther, et al
- Publisher:
- Campbell Collaboration
- Publication year:
- 2010
- Pagination:
- 16p., bibliog.
- Place of publication:
- Oslo
Previous research has suggested that the number of intellectually disabled people with children is increasing. Children of parents with intellectual disabilities may be at increased risk of neglectful care which could lead to health, developmental and behavioural problems, or increased risk of intellectual disability. This document describes the protocol of a research review to assess the effectiveness of parent training interventions for mothers and fathers with intellectual disabilities designed to support parenting, parent-child relations, safe parenting or family environments or to develop parenting skills. The studies to be included will be randomised controlled trials and quasi randomised studies. Studies will be included which compare parent training with other interventions, with usual care or with a control group. This document provides information on: the criteria for considering studies for the review; search methods for identification of studies; and data collection and analysis.
Systematic review and meta-analysis of Stepping Stones Triple P for parents of children with disabilities
- Authors:
- RUANE Allbhe, CARR Alan
- Journal article citation:
- Family Process, 58(1), 2019, pp.232-246.
- Publisher:
- Wiley
The aim of this systematic review and meta‐analysis was to examine the effectiveness of Stepping Stones Triple P (SSTP) parent training programs on child behaviour problems and parenting outcomes in families of children with developmental disabilities. Sixteen suitable studies including data from over 900 families were identified in a search for English language published and unpublished controlled outcome studies. SSTP has five levels on a graded continuum of increasing intensity targeting families with differing degrees of treatment need from low intensity media‐based parenting information campaigns at level 1, through brief interventions at levels 2 and 3, to more intensive parent training and family therapy interventions at levels 4 and 5. Analyses were conducted on the combination of all levels of SSTP and separately for each level. For combined levels, significant overall effect sizes were found for parent‐reported child problems, researcher observed child behaviour, parenting style, parenting satisfaction/self‐efficacy, parental adjustment, and coparental relationship, but not researcher‐observed parent behaviour. Strong support was found for level 4 SSTP as an effective intervention for improving child and parent outcomes in families of children with disabilities who have clinically significant problems. Less intensive SSTP interventions for cases with circumscribed difficulties yielded fewer significant treatment effects, and there were relatively few studies of such interventions. (Edited publisher abstract)
A systematic review of interventions to promote social support and parenting skills in parents with an intellectual disability
- Authors:
- WILSON S., et al
- Journal article citation:
- Child: Care, Health and Development, 40(1), 2014, pp.7-19.
- Publisher:
- Wiley
The family support needs of parents with an intellectual disability (ID) are relatively unknown. This paper reviewed two types of intervention for parents with ID: those designed to strengthen social relationships and those teaching parenting skills. A literature search was conducted using electronic databases and a limited number of evaluative studies were found. The evidence for interventions aimed at strengthening social relationships was inconclusive; although positive changes were observed, there were limitations in study design which restricted the generalizability of the results. The evidence for parental skills teaching suggested that behavioural based interventions are more effective than less intensive forms such as lesson booklets and the provision of normal services, although these studies also had limitations. There is a need for further large scale controlled studies in this area to provide clearer evidence and to explore additional factors relating to child, parent and family which may impact on outcomes. (Publisher abstract)
Parent training support for intellectually disabled parents: protocol
- Authors:
- COREN Esther, et al
- Journal article citation:
- Campbell Systematic Reviews, 6(1), 2010, pp.1-16.
- Publisher:
- Wiley
Previous research has suggested that the number of intellectually disabled people with children is increasing. Children of parents with intellectual disabilities may be at increased risk of neglectful care which could lead to health, developmental and behavioural problems, or increased risk of intellectual disability. This document describes the protocol of a research review to assess the effectiveness of parent training interventions for mothers and fathers with intellectual disabilities designed to support parenting, parent-child relations, safe parenting or family environments or to develop parenting skills. The studies to be included will be randomised controlled trials and quasi randomised studies. Studies will be included which compare parent training with other interventions, with usual care or with a control group. This document provides information on: the criteria for considering studies for the review; search methods for identification of studies; and data collection and analysis. (Edited publisher abstract)
Parent training interventions for parents with intellectual disability
- Authors:
- COREN Esther, RAMSBOTHAM Kerry, GSCHWANDTNER Manfred
- Publisher:
- Cochrane Collaboration
- Publication year:
- 2018
- Pagination:
- 49
Background: Parents with intellectual disabilities may find it more difficult than other parents to provide adequate childcare. Parent training programmes are one way of providing support. The evidence about the effects of parent training programmes for parents with intellectual disabilities was reviewed. Included studies: Four randomised controlled trials (RCT; a type of experiment where similar people are put into different groups) were included in this review. Review question: Do parent training interventions help parents with intellectual disabilities to parent adequately? Search Date: The evidence is current to July 2017. Study characteristics: The four RCTs were conducted in Australia, Canada, the Netherlands and USA, and involved 192 parents. Each studied a different intervention and considered different outcomes. Key results: Compared to those parents without parent training, the studies reported some improvements in parents in the intervention group. One study reported improvement in safe home practices, recognition of child illness and safe use of medicines, in favour of the intervention group. Another study reported improvements in childcare and safety, also in favour of the intervention group; and a third study found that parents who had attended parent training reported less child-related parenting stress compared to the control group. A fourth study reported improvement in mother-child interaction in the intervention group compared with the control group. No study reported that interventions caused harm. The quality of the evidence ranged from very low to moderate. Conclusion: There is some low-quality evidence that parent training interventions for parents with intellectual disabilities may support their parenting. It may also help to establish good parent-child relations. (Edited publisher abstract)