Review of Parent Training Interventions for Parents with Intellectual Disability

Abstract

Background This paper reviews recent research to provide an updated perspective on the effectiveness of parent training interventions for parents with intellectual disability. The degree to which these studies meet previous recommendations for future research is explored, particularly with regard to the influence of context on intervention outcomes. Materials and Methods Seven studies are reviewed, which have been published in the peer-reviewed literature since 1994. Results Evidence from this review supports the use of individually administered home-based behavioural intervention for parents with intellectual disability. However, the effect of parent training interventions on child outcomes and the generalization of parenting skills is rarely investigated. Contextual factors that may be associated with intervention success (or failure) are also neglected. Conclusions There is reasonable evidence of the effectiveness of parent training for parents with intellectual disability. However, investigators have yet to determine the influence of immediate or more distal contextual factors on intervention outcomes. This presents a significant gap in the literature in contrast to other areas of parenting intervention research where the influence of family and the broader community context has been shown to influence the effectiveness of parent training interventions.

The postnatal support needs of mothers with an intellectual disability

“…This may reflect the concrete learning styles of this parenting group. Indeed, reviews of parental training interventions have emphasised that interventions that adopt a performance based rather than knowledge based approach are associated with more positive outcomes (Feldman, 1994;Wade et al, 2008).…”

Parentalité et déficience intellectuelle : exploration des représentations sociales des intervenants impliqués

“…Bien que la recherche ait permis d'identifier certaines mesures favorisant le développement des habiletés parentales chez les parents ayant une DI/LI, il demeure difficile de traduire ces savoirs en interventions efficaces (Starke, Wade, Feldman et Mildon, 2013;Wade et al, 2008). Encore faut-il que les professionnels bénéficient de conditions de travail qui facilitent la mise en oeuvre de ces savoirs.…”

“…Ils se disent dépourvus d'outils d'évaluation et de stratégies d'intervention basées sur des données probantes, un constat qui rejoint celui de plusieurs experts dans le domaine (Booth et Booth, 1993;McConnell, Llewellyn, Aunos et Prasad, 2011a;2011b;Tymchuk, 2001 . Néanmoins, il semble qu'il demeure toujours difficile de traduire les savoirs disponibles en pratiques efficaces (Wade et al, 2008).…”

“…Plusieurs d'entre elles peuvent être de bons parents lorsqu'elles reçoivent les services et le soutien appropriés (Feldman, 2002(Feldman, , 2010Wade, Mildon et Matthews, 2007). En effet, elles peuvent apprendre à développer des interactions positives avec leur enfant, à améliorer leurs habiletés de résolution de problèmes, à acquérir des savoir-faire utiles à la réalisation de leurs activités quotidiennes, à assurer la sécurité de leur enfant et à identifier les approches appropriées à une meilleure gestion des comportements (Wade, Llewellyn et Matthews, 2008 Une pleine reconnaissance du droit à la parentalité des personnes ayant une DI/LI nécessite bien souvent la mise en place de services adaptés à leur situation, offerts dans un climat de coopération entre les parents et les professionnels impliqués (Cleaver et Nicholson, 2007;Ehlers-Flint, 2002;Llewellyn et Bridgen, 1995). Or, cette collaboration peut être influencée par les représentations sociales (RS) que les intervenants entretiennent à l'égard de la parentalité des personnes ayant une DI/LI (Coppin, 2001).…”

Using a Digital Frame and Pictorial Information to Enhance the SafeCare® Parent-Infant Interactions Module With a Mother with Intellectual Disabilities: Results of a Pilot Study

“…ID combined with concurrent social-ecological factors and social stigma reflects increased vulnerability and the need for comprehensive service intervention (McGaw, Shaw, & Beckley, 2007;Tymchuk & Andron, 1990). Although parents with ID exhibit some cognitive and contextual differences that make them susceptible to neglect, teaching methods that address their learning needs are effective in increasing parenting performance (Feldman, 1994;Wade, Llewellyn, & Matthews, 2008). Practitioners who work with parents with ID often have considerable caseloads and do not always receive specialized training making it challenging to provide adequate support (Clayton, Chester, Mildon, & Matthews, 2008).…”