Parents with Intellectual Disabilities Experiencing Challenging Child Routines: A Pilot Study Using Embedded Self‐Determination Practices

Abstract

Implications for future research and replication of this pilot study are discussed.

Recent Trends and Future Directions in Research Regarding Parents with Intellectual and Developmental Disabilities

“…Another trend in the intervention literature is to adapt existing parent training programs for parents with IDD. Recent studies have shown promising but variable results, for adaptations of Triple P-positive parenting program [51], parent-child interaction therapy [52], and positive behavior support [49]. An RCT of an adaptation of video-feedback intervention to promote positive parenting and sensitive discipline did not significantly improve ratings of targeted parenting skills [53].…”

Parents and parenting with intellectual disabilities: An expanding field of research

“…Reviewing the evidence, Wade, Llewellyn, and Matthews (, p. 362) concluded that “home‐based behavioural parent training leads to successful learning of parenting skills among parents with intellectual disability”. In this special issue, Hodes, Meppelder, de Moor, Kef, and Shuengel (the Netherlands), and Knowles, Blakely, Hansen, and Machalicek (the USA) augment the evidence base, further demonstrating the potential benefit of training that is matched to the parent's learning needs and priorities. Hodes and colleagues conducted one of the largest randomized controlled trials in the field to date and found that a video‐feedback intervention targeting parental sensitivity/responsiveness was effective in reducing child‐related parenting stress.…”

“…Hodes and colleagues conducted one of the largest randomized controlled trials in the field to date and found that a video‐feedback intervention targeting parental sensitivity/responsiveness was effective in reducing child‐related parenting stress. Novel components in each of the parenting interventions, including the embedding of self‐determination practices (Knowles et al.), and use of video feedback (Hodes et al.) will be of interest to even the most experienced parent educators and family support practitioners. As the evidence base of training methods for parents with intellectual disabilities continues to grow, there is little excuse for child welfare and other services to say “nothing can be done but to take away the child.”…”

Reconsidering sexuality, relationships, and parenthood for adults with intellectual disability.

“…A third characteristic of research-informed parenting skills training is responsiveness to parental priorities and choices: Parents with ID are known to learn best when there is respect and trust between parents and support providers, when they can choose what they want to learn, are motivated, and are offered support in a way and at a pace that is right for them (Booth & Booth, 2003). Knowles et al (2017) found that explicitly embedding selfdetermination practices into parenting skill trainingincluding collaborative goal setting, joint action planning, and parental self-monitoring-may foster engagement and enhance learning. A fourth characteristic is in situ learning; effective training is usually delivered in the family home or another environment wherein new skills will be applied (Feldman & Tahir, 2016).…”