Potential for children with intellectual disability to engage in cognitive behaviour therapy: the parent perspective

Abstract

Background This study aimed to obtain the opinions of parents and carers of children with intellectual disability (ID) as to whether cognitive behaviour therapy (CBT) could be useful for their children. Methods A mixed qualitative and quantitative method was employed. Twenty-one carers of children aged 10 to 17 having borderline to moderate intellectual functioning responded to an online questionnaire. Participants were provided with information about CBT and asked to respond to open-ended questions. Quantitative data pertained to questions about their child's ability to identify and describe thoughts, feelings and behaviours. Thematic analysis of responses was conducted using an inductive method of identifying themes from the qualitative data collected. Results Five themes emerged from the qualitative analysis: Emotional Attunement (i.e. parent's understanding and recognition of their child's emotions), Role of the Therapist (i.e. ways therapists could facilitate the intervention), Role of the Parent (i.e. ways parents could engage in the therapy process), Anticipated Obstacles (i.e. what may get in the way of the therapy) and Suggested Adaptations for Therapy (i.e. how CBT can be adapted to suit the needs of children with ID). Seventy-six per cent agreed that their child would be able to engage in CBT with assistance. Conclusions The majority of parents believed that CBT is an intervention that children with ID could engage in, provided the therapy is adapted, and the therapist accommodates their needs. A. Hronis et al. • CBT for children with intellectual disability A. Hronis et al. • CBT for children with intellectual disability A. Hronis et al. • CBT for children with intellectual disability VOLUME 64 PART 1 JANUARY 2020 Data S1 Supporting information Data S2 Supporting information Journal of Intellectual Disability Research A. Hronis et al. • CBT for children with intellectual disability

Self-perceived anxiety symptoms in school students with borderline intellectual functioning: A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India

“…There is now convincing evidence that with cognitive behavior therapy, many of the students with anxiety disorders show favorable outcomes. [ 27 28 ] Rarely, anxiolytic medications such as selective serotonin reuptake inhibitors (SSRIs) are needed to be prescribed. [ 27 ] It is known that high levels of anxiety have a deleterious effect on academic performance.…”

Analyzing Chinese parents' and teachers' perception of play, children's emotional needs and therapy: implications for seeking help

“…For example, to explore factors that influence parents' decision-making, one of the questions in the interview was "How much do you think it would cost for play therapy?" The rationale for this question was based on the research undertaken by Hronis et al (2020), which was introduced in the Introduction Chapter.…”

“…Thus, even though there has been a lack of evidence regarding Chinese parents' perceptions of play therapy, research on parents' perceptions of therapy for children in other cultures may have shown implications in common perceptions of Chinese parents and parents from other cultures to play therapy. Hronis et al (2020) tested the Western parent's perspectives on the factors that influence their decisions regarding their children's involvement in cognitive behavior therapy, and five themes were identified: the parents' ability to recognize their children's emotional states; their ability to take on the role of the therapist at home; therapists' knowledge and experiences; obstacles in the way of therapy (time and money restraints), and how cognitive behavioral therapy can be useful to children's needs. Other factors derived from previous research that have been identified as indicators of weather parents seek help from mental health services for children are: negative perceptions of mental health services (Wang et al, 2019); the level of the severeness of the children's problems (Merikangas et al, 2011); the ability to recognize children's problems (Sayal et al, 2006); living areas (urban or rural) (Morales et al, 2020); knowledge of therapy and the process of seeking help from mental health services (Reardon et al, 2017).…”

Effect of a Method for Developing Communication Skills on Physical Activity in Children With Intellectual Disabilities

“…They have difficulties interacting with other children or participating in classroom discussions. In comparison with children with motor disorders, these children do not avoid contact but do have difficulties with communication, conditioned by their ID or lack of language skills [3,4].…”