Parenting and the Behavior Problems of Young Children With an Intellectual Disability: Concurrent and Longitudinal Relationships in a Population-Based Study

Totsika, Vasiliki; Hastings, Richard P.; Vagenas, Dimitrios; Emerson, Eric

doi:10.1352/1944-7558-119.5.422

Cited by 58 publications

(73 citation statements)

References 46 publications

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“…A substantial amount of research has demonstrated that children with developmental disability exhibit increased levels of behavioral problems compared to their nondisabled peers (e.g., de Ruiter, Dekker, Verhulst, & Koot, 2007) and that they are three times more likely to be rated in the clinical range compared to typically developing children (e.g., Totsika, Hastings, Vagenas, & Emerson, 2014). It has been shown that increased levels of behavior problems emerge at least by the preschool years (e.g., Baker, Blacher, Crnic, Edelbrock, & Low, 2003) and can persist across middle childhood into adolescence and even into adulthood (e.g., Einfeld et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Systematic Review and Meta‐analysis of Stepping Stones Triple P for Parents of Children with Disabilities

Ruane

Carr

2018

Family Process

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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 behavior 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suitable studies including data from over 900 families were identified in a search for English language published and unpublished controlled outcome studies.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 (d = 0.46), researcher observed child behavior (d = 0.51), parenting style (d = 0.70), parenting satisfaction/self-efficacy (d = 0.44), parental adjustment (d = 0.27), and coparental relationship (d = 0.26), but not researcher-observed parent behavior. 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.

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Section: Introductionmentioning

confidence: 99%

Systematic Review and Meta‐analysis of Stepping Stones Triple P for Parents of Children with Disabilities

Ruane

Carr

2018

Family Process

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“…Interestingly, similar gains were experienced for parenting style, despite evidence of a differential parenting approach by parents with a child with disability (less discipline use but more negative relationship; Totsika et al, 2014). Similar gains were evident for parental mental well-being, an area that has received substantial research attention in families of children with disabilities.…”

Section: Discussionmentioning

confidence: 74%

Comparing the Effectiveness of Evidence-Based Parenting Programs on Families with and without Children with Special Educational Needs: Short-term and Long-term Gains

Totsika

Mandair²,

Lindsay

2017

Front. Educ.

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Parents of children with a disability or special educational needs (SEN) have three available options when accessing parenting programs: (a) to access a parenting program that has been adapted for use by families with a child with disability, (b) to access a disability-specific parenting program, or (c) to access a parenting program developed for typically developing children. The aim of the present study was to examine whether accessing evidence-based parenting programs (EBPPs) developed for typically developed children (option c) could benefit families of children with SEN, and whether benefits could be maintained when program delivery takes place as part of sustained service implementation. Using data from an effectiveness trial, we found that there was no evidence of differential effectiveness: i.e., families of children with SEN experienced similar gains to families whose child did not have SEN with respect to child behavior problems, parenting style, and parental mental well-being. Using data from services' sustained implementation, our findings indicated that gains during the implementation phase were of similar magnitude to gains during the research trial: following EBPPs, families of children with SEN experienced small to moderate improvements in behavior problems, and moderate to large improvements in parenting and parental mental well-being across the two phases. One year later, gains were significantly maintained in families who had accessed EBPPs as part of the research trial. While the study is not proposing that EBPPs developed for typically developing children are a replacement for disability-adapted or disability-specific parenting programs, there was a pragmatic need to evaluate the effectiveness of EBPPs that are in practice accessed by families with a child with SEN. Overall, families of children with SEN can benefit from EBPPs similarly to families whose child does not have SEN, and the gains are significant and substantial even when EBPPs are offered as part of regular service provision. Longer term maintenance of gains (1 year) in service-led implementation of EBPPs likely requires more input.

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“…First, while having access to a large, longitudinal dataset is an asset, datasets (such as the MCS) that are designed for multiple purposes commonly utilise abbreviated forms of measures such as the abbreviated scales of cognitive functioning (rather than complete IQ tests) used in the MCS. While it is common practice in such instances to use the available data to derive a proxy measure of IQ (cf., Schoon et al 2005;Jones & Schoon 2008;Parsons 2014;Totsika et al 2014), the association between the proxy and full measure is unknown. Second, while the overall sample was relatively large, it was of insufficient size to examine the extent to which our results may have varied by severity of ID.…”

Section: Discussionmentioning

confidence: 99%

“…For ages 5 and 7, we extracted the first component ('g') from a principal component analysis of all agestandardised sub-scale/test scores (cf., Schoon et al 2005;Jones & Schoon 2008;Parsons 2014;Totsika et al 2014). The first component accounted for 63% of score variance at age 7 and 55% of score variance at age 5.…”

Section: Identification Of Children With Intellectual Disabilitiesmentioning

confidence: 99%

Risk of exposure to air pollution among British children with and without intellectual disabilities

Emerson

Robertson

Hatton

et al. 2018

J intellect Disabil Res

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Background Exposure to outdoor air pollution is a well‐established risk factor for a range of adverse health conditions. No previous study has quantified the extent to which children with intellectual disability (ID) may be exposed to outdoor air pollution. Methods Secondary analysis of data extracted from the UK's Millennium Cohort Study, a nationally representative sample of over 18 000 UK children born 2000–2002. Results Averaging across ages, children with IDs were 33% more likely to live in areas with high levels of diesel particulate matter, 30% more likely to live in areas with high levels of nitrogen dioxide, 30% more likely to live in areas with high levels of carbon monoxide and 17% more likely to live in areas with high levels of sulphur dioxide. Conclusions Levels of exposure to outdoor air pollution among children with ID are significantly higher than those of families of children without ID. Exposure to outdoor air pollution may be one of the pathways that contributes to the health inequities experienced by people with IDs.

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Parenting and the Behavior Problems of Young Children With an Intellectual Disability: Concurrent and Longitudinal Relationships in a Population-Based Study

Cited by 58 publications

References 46 publications

Systematic Review and Meta‐analysis of Stepping Stones Triple P for Parents of Children with Disabilities

Systematic Review and Meta‐analysis of Stepping Stones Triple P for Parents of Children with Disabilities

Comparing the Effectiveness of Evidence-Based Parenting Programs on Families with and without Children with Special Educational Needs: Short-term and Long-term Gains

Risk of exposure to air pollution among British children with and without intellectual disabilities

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