A Multi-site Evaluation of Parent to Parent Programs for Parents of Children With Disabilities

Singer, George; Marquis, Janet; Powers, Laurie K.; Blanchard, Lynn; DiVenere, Nancy; Santelli, Betsy; Ainbinder, Judith G.; Sharp, Michael W.

doi:10.1177/105381519902200305

Cited by 145 publications

(103 citation statements)

References 10 publications

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“…While research on the Parent-to-Parent program (Ainbinder et al, 1998;Silver et al, 1997;Singer et al, 1999) and other 1:1 mentoring and peer support programs (Chernoff et al, 2002) has demonstrated positive effects for parents and their children with special needs, there has been little systematic study of whether and how family-led support groups influence parents' treatment and service decisions, access to care, and family wellbeing. As with 1:1 mentoring, support groups offer members contact with families in similar situations, which may decrease social isolation, reduce stress, and increase access to information about appropriate care.…”

Section: Discussionmentioning

confidence: 99%

Who joins support groups among parents of children with autism?

Mandell¹,

Salzer

2007

Autism

110

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This study identified factors associated with support group participation among families of children with autism. A survey was administered to 1005 caregivers of children with autism in Pennsylvania. Two-thirds of respondents (66.4%) had ever participated in an autism-specific support group. In adjusted analyses, demographic characteristics, including age and sex of the child, ethnicity and parental education and income, were associated with support group participation. Parents of children with self-injurious behavior, sleep problems or severe language deficits were more likely to belong, as were parents whose diagnosing clinician referred them to a support group. The results of this study suggest the importance of clinician referrals to groups, and the need to make groups available to under-served populations.

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Section: Discussionmentioning

confidence: 99%

Who joins support groups among parents of children with autism?

Mandell¹,

Salzer

2007

Autism

110

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“…A study of Parent to Parent mentoring programs in 5 states found that these programs allowed families to share and gain practical information that made them feel better able to cope with challenges and feel more positive about their family and personal circumstances, though it did not identify significant improvement in perceived empowerment. Such programs may fill a policy niche in providing parenting support to parents of children with disabilities (Singer et al, 1999).…”

Section: Implications For Policy and Social Work Practicementioning

confidence: 99%

Advocacy by Parents of Young Children With Special Needs: Activities, Processes, and Perceived Effectiveness

Wright¹,

Taylor²

2014

Journal of Social Service Research

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This article examines parental advocacy for young children with disabilities using a subset of data drawn from a larger exploratory and descriptive study on parental advocacy for children with disabilities from birth to age 18 with a sample of 400 participants. Because this article focuses on parents of children from birth to age 6, only parents (n = 76) meeting this criterion were selected. Data were collected through an online survey, with a snowball sample generated through e-mail lists and social media groups. The survey included questions on demographics, types of advocacy settings, perceived effectiveness of advocacy efforts, and an example of a successful advocacy effort. Parental advocacy was most common in schools, medical clinics, social services, and social media and involved processes such as educating oneself about the child's condition and rights for services, educating others including professionals, and making persistent efforts. These findings suggest advocacy on behalf of children with disabilities starts early and is important from birth to age 6. Policy and social work practice should help parents with support, knowledge, and skills to be effective advocates for their children. Future research is recommended to explore the relationships between advocacy, empowerment, coping, and resilience in parents of children with special needs.

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“…Family-to-family support (discussed below in goal 9) is an effective mechanism for dissemination of information. 21 Ask families of newly identified infants/ children who are D/HH annually whether they received the family resource manual and if a service coordinator or EI provider reviewed the information with them. 28 Goal 3 (and Appendix 1) promotes reliance on qualified providers, and recommends processes for ensuring that families access them.…”

Section: Share a Baseline Analysis Of Ehdimentioning

confidence: 99%

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

Muse¹,

Harrison²,

Yoshinaga-Itano³

et al. 2013

Pediatrics

188

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PREFACEThis document is a supplement to the recommendations in the year 2007 position statement of the Joint Committee on Infant Hearing (JCIH) 1 and provides comprehensive guidelines for early hearing detection and intervention (EHDI) programs on establishing strong early intervention (EI) systems with appropriate expertise to meet the needs of children who are deaf or hard of hearing (D/HH).EI services represent the purpose and goal of the entire EHDI process. Screening and confirmation that a child is D/HH are largely meaningless without appropriate, individualized, targeted and high-quality intervention. For the infant or young child who is D/HH to reach his or her full potential, carefully designed individualized intervention must be implemented promptly, utilizing service providers with optimal knowledge and skill levels and providing services on the basis of research, best practices, and proven models.The delivery of EI services is complex and requires individualization to meet the identified needs of the child and family. Because of the diverse needs of the population of children who are D/HH and their families, well-controlled intervention studies are challenging. At this time, few comparative effectiveness studies have been conducted. Randomized controlled trials are particularly difficult for ethical reasons, making it challenging to establish causal links between interventions and outcomes. EI systems must partner with colleagues in research to document what works for children and families and to strengthen the evidence base supporting practices.Despite limitations and gaps in the evidence, the literature does contain research studies in which all children who were D/HH had access to the same well-defined EI service. These studies indicate that positive outcomes are possible, and they provide guidance about key program components that appear to promote these outcomes. This EI services document, drafted by teams of professionals with extensive expertise in EI programs for children who are D/HH and their families, relied on literature searches, existing systematic reviews, and recent professional consensus statements in developing this set of guidelines (eg, refs 2 and 3;

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A Multi-site Evaluation of Parent to Parent Programs for Parents of Children With Disabilities

Cited by 145 publications

References 10 publications

Who joins support groups among parents of children with autism?

Who joins support groups among parents of children with autism?

Advocacy by Parents of Young Children With Special Needs: Activities, Processes, and Perceived Effectiveness

Supplement to the JCIH 2007 Position Statement: Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing

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