Early intervention with parents with mental retardation

Espe-Sherwindt, Marilyn; Director,

doi:10.1097/00001163-199004000-00005

Cited by 35 publications

(20 citation statements)

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“…The descriptive work of Espe-Sherwindt and Kerlin (1990) and Espe-Sherwindt and Crable (1993) supports the notion of parents learning from the experience of others. These authors regarded learning how to parent as intimately linked with the parent's life experience as a person with intellectual disability.…”

Section: Discussionmentioning

confidence: 81%

“…Second, training must be highly concrete, incorporate simple guidelines, and promote generalisation (Bakken, Miltenberger, & Schauss, 1993;Fantuzzo, Wray, Hall, Goins, & Azar, 1986;Feldman, 1986;Feldman et al, 1986;Feldman et al, 1989). Third, staff must be well trained (Espe-Sherwindt & Kerlin, 1990;Lynch & Bakley, 1989). Fourth, interventions need to be initially intensive and then periodic over the long term (Feldman et al, 1989;Tymchuk, 1990).…”

Section: G Llewellynmentioning

confidence: 99%

“…Fourth, interventions need to be initially intensive and then periodic over the long term (Feldman et al, 1989;Tymchuk, 1990). Finally, intervention at home is essential (Espe-Sherwindt & Kerlin, 1990;Feldman, Case, Garrick et al, 1992;Tymchuk & Andron, 1992;Whitman & Accardo, 1990).…”

Section: G Llewellynmentioning

confidence: 99%

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Parents with Intellectual Disability Learning to Parent: the role of experience and informal learning

Llewellyn

1997

International Journal of Disability, Development and Education

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Parenthood for people with intellectual disability remains controversial. This is so despite current concern about the participation of people with intellectual disability in socially valued roles. Formal parent training is frequently presumed necessary to teach competent parenting. Effective programs require specific skill assessment followed by performance-based training. Training needs to include modelling, practice, and feedback and to occur in situations where the skill is needed. The role of the informal and naturally occurring context of parenting-the context of everyday family life-has been overlooked. Drawing on an ethnographic study of family life with six parent couples, two central themes on the role of informal learning and experience in parenting are reported. Several ways in which service providers can take account of the experiential nature of learning about parenting are proposed.

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Section: Discussionmentioning

confidence: 81%

Section: G Llewellynmentioning

confidence: 99%

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Parents with Intellectual Disability Learning to Parent: the role of experience and informal learning

Llewellyn

1997

International Journal of Disability, Development and Education

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“…This situation can work best when relatives are able to take an approach that is consistent with that of supporting agencies and make a long-term commitment. In their longitudinal study, Espe-Sherwindt and Kerlin (1990) found that where family situations broke down, this was often related to the loss of a key figure at a crucial time. This risk of breakdown may be minimized if more people can be drawn in to support the family, as, for example, in the development of circles of support (Edmonson and Schneider, 2001).…”

Section: Existing Support Network and Acceptable Professional Supportmentioning

confidence: 99%

Promoting effective working with parents with learning disabilities

James

2004

Child Abuse Review

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The children of parents with learning disabilities are increasingly coming to the attention of child protection and children in need services. The current framework within which services are delivered identiﬁes the need to work cooperatively both across agencies and with parents themselves. The decisions taken by practitioners in the course of their assessment and support work should be inﬂuenced by a recognition of where the risks to this group of children lie and which factors are most likely to be associated with positive outcomes. This paper outlines risks to children associated with the parents' difﬁculty in accessing appropriate antenatal care and the risk of developmental delay arising from both genetic and environmental inﬂuences. This group of children are also more likely to experience behaviour problems and language delay. Research has indicated a risk of neglect, but abuse, where it does occur, is more likely to be associated with partners or relatives. It is also clear that some children are more at risk than others, and intellectually able children, as well as those with high levels of dependency, may be the most vulnerable. Risks can be reduced when parents have access to good family and social support networks and professional support which is acceptable to them. Maintaining a small family size can also be helpful. If parents have had positive childhood emotional experiences, their chances of successful parenting are increased. Copyright © 2004 John Wiley & Sons, Ltd.

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“…However, the incidence of intellectual impairments occurs at a higher rate than in the general population, but this is secondary to environmental deprivation (Espe-Sherwindt & Kerlin, 1990;Feldman et al, 1985;O'Neill, 1985;Whitman & Accardo, 1990). In other words, many of these families live in impoverished conditions and these conditions place the child at greater risk than does the parent's intellectual impairment.…”

Section: Parents With An Intellectual Impairment: Application Of the mentioning

confidence: 99%

Development of Parenting Skills in Individuals with an Intellectual Impairment: An epigenetic explanation

McGaha¹

2002

Disability & Society

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Current changes in legislation in the United States support the rights of individuals with an intellectual impairment to marry and have children. Current societal views, however, are heavily in uenced by our history of viewing these individuals as inadequate parents. This historical view is based upon the assumption that those with intellectual impairments are genetically inferior. Changing views of development, however, suggest that the issue of how individuals with intellectual impairments develop is somewhat more complex. The epigenetic model is one that proposes that development is the result of the complex transaction between the individual and the environment. This paper applies this model to persons with an intellectual impairment to better understand the parenting skills they display. It is argued that by intervening and changing developmental pathways, the development of parenting skills of those with intellectual impairments can be facilitated.

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Early intervention with parents with mental retardation

Cited by 35 publications

References 0 publications

Parents with Intellectual Disability Learning to Parent: the role of experience and informal learning

Parents with Intellectual Disability Learning to Parent: the role of experience and informal learning

Promoting effective working with parents with learning disabilities

Development of Parenting Skills in Individuals with an Intellectual Impairment: An epigenetic explanation

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