Effectiveness of a parent training programme adapted for children with a learning disability

George, Catriona; Kidd, Gill; Brack, Marita

doi:10.7748/ldp2011.10.14.8.18.c8740

Cited by 9 publications

(5 citation statements)

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“…The results of George et al (2011) provide preliminary support for the Incredible Years program modified for children with learning disabilities. They reported a decrease in inappropriate parenting skills and an increase in positive parenting skills in two participants (George et al 2011).…”

Section: All Other Articles Involving Parent Training Used Modifications Of the Incredible Years Parent Training Series (Mcintyre 2008amentioning

confidence: 76%

“…In McIntyre (2008a) parents reported an improvement in behavior, but this was not directly measured. George et al (2011) also reported some improvement in child behavior. Antonini et al (2014) reported an increase in compliance following training, but this was the same across experimental and control groups.…”

Section: Individuals With Ddmentioning

confidence: 88%

“…At minimum, ex situ sessions included didactic instruction such as presentation of definitions of skills, rationale and benefits to using the target skills, examples and non-examples, and discussion. In addition to basic verbal instructions being given on the training content, nine studies indicated that role play and/or simulated or ex situ practice of the skills was included as part of the training (Antonini et al 2014;Damen et al 2011;Dobson et al 2002;George et al 2011;McIntyre 2008a;McIntyre 2008b;Phaneuf and McIntyre 2011;Purcell et al 2000;Simonsen et al 2010). Video modeling of skills was also used in six studies (Antonini et al 2014;George et al 2011;McIntyre 2008a;McIntyre 2008b;Phaneuf and McIntyre 2011;Slider et al 2006).…”

Section: Ex Situ Componentsmentioning

confidence: 99%

“…In addition to basic verbal instructions being given on the training content, nine studies indicated that role play and/or simulated or ex situ practice of the skills was included as part of the training (Antonini et al 2014;Damen et al 2011;Dobson et al 2002;George et al 2011;McIntyre 2008a;McIntyre 2008b;Phaneuf and McIntyre 2011;Purcell et al 2000;Simonsen et al 2010). Video modeling of skills was also used in six studies (Antonini et al 2014;George et al 2011;McIntyre 2008a;McIntyre 2008b;Phaneuf and McIntyre 2011;Slider et al 2006). Eight studies analyzed the performance of trainees prior to training through reviewing and discussion of data (Duchaine et al 2011;Finn and Sturmey 2009;Sutherland and Wehby 2001) graphed data (Keller et al 2005;Rathel et al 2014) or videos (Dobson et al 2002;Purcell et al 2000;Smidt et al 2007) 2011) illustrated the benefits of a data-based approach in their three-tiered approach to parent training.…”

Section: Ex Situ Componentsmentioning

confidence: 99%

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Improving interactions between parents, teachers, and staff and individuals with developmental disabilities: a review of caregiver training methods and results

Finn

2020

International Journal of Developmental Disabilities

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Individuals with developmental disabilities (DD) depend on caregivers to meet physical, emotional, and social needs. This makes relationships with caregivers particularly important to quality of life. Without intervention, social interactions may be limited and ineffective, affecting relationships with caregivers and thus quality of life for individuals with DD. Training may improve interactions between caregivers and individuals with DD. Training content and methods, however, are heterogenous. A review was conducted to identify common elements and methods and analyze variables shown to be most effective in improving outcomes for caregivers and individuals with DD. In general, studies of professional caregiver training (e.g. teachers, staff members) focused primarily on increasing positive interactions or praise, while parent training studies focused more broadly on parenting skills, of which positive interaction was one facet. Training methods differed, but there was some evidence to suggest that those studies that included some element of in situ practice and feedback yielded more robust effects. While caregiver acceptability and/or satisfaction surveys were administered in the majority of studies, fewer studies attempted to measure the satisfaction of individuals with DD. Future research topics are presented in light of these findings.

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Section: All Other Articles Involving Parent Training Used Modifications Of the Incredible Years Parent Training Series (Mcintyre 2008amentioning

confidence: 76%

Section: Individuals With Ddmentioning

confidence: 88%

Section: Ex Situ Componentsmentioning

confidence: 99%

Section: Ex Situ Componentsmentioning

confidence: 99%

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Improving interactions between parents, teachers, and staff and individuals with developmental disabilities: a review of caregiver training methods and results

Finn

2020

International Journal of Developmental Disabilities

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“…De este modo, es fácilmente entendible que los sentimientos de eficacia parental para ayudar a sus hijos con DEA en temas de escritura sean menores (Bloomfield, Kendall, y Fortuna, 2010). Al hilo de esto se desprende una implicación práctica muy importante como es la necesidad de desarrollar programas formativos para padres que les capaciten y les hagan sentirse eficaces para contribuir con su ayuda en el tratamiento educativo de las DEA de sus niños (George y Kidd, 2011;Karende et al, 2007;Todd et al, 2010). Pero es más, la necesidad de capacitar a los padres para colaborar en la educación de sus hijos con dificultades adquiere si cabe mayor relevancia a tenor del resultado evidenciado en torno al segundo objetivo del presente trabajo que demuestra cómo los hijos con DEA difieren estadísticamente de las percepciones de sus padres y consideran a éstos altamente eficaces y con posibilidad de ayudarles en tareas de escritura.…”

Section: Conclusionesunclassified

Contexto familiar del alumnado con dificultades de aprendizaje o TDAH, percepciones de padres e hijos

Ramón

Sánchez

2014

Estudios sobre Educación

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Resumen: El estudio compara el clima familiar, la implicación educativa parental y sus expectativas acadé-micas en tres grupos de familias diferentes según la tipología de los hijos y analiza si las percepciones de la realidad familiar difieren de padres a hijos. Han participado 87 familias de alumnos con dificultades de aprendizaje (N = 29), TDAH (N = 29) o rendimiento normalizado (N = 29), que han cumplimentado el Opiniones Familiares FAOP, en su versión para padres (Robledo y García, 2007) y para hijos. Los resultados indican que, en las familias de niños DEA o TDAH, la implicación educativa parental y sus expectativas son menores, hay mayor hostilidad hacia los hijos y el clima familiar es menos adecuado. Se confirman diferencias perceptivas padres-hijos.Palabras clave: Clima familiar; dificultades específicas de aprendizaje; expectativas educativas; implicación educativa parental; TDAH.Abstract: The goal of this study is to find any differences in the family-home climate, parental educational involvement and academic expectations, in relation to the student typology, and to analyze whether the perceptions of the family differ from parent to child. The sample was made up of 87 families divided into three groups: students with learning disabilities (N = 29), with ADHD (N = 29), or normal achievement (N = 29). Families filled out Opiniones Familiares (parents version, Robledo y García, 2007; children version). Results confirm that, in ADHD and LD families, parental involvement and academic expectations are lower, there is a greater hostility to the children and home climate is less suitable. The way family life is perceived for parents is not the same as for children.

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Effectiveness of a group-based program for parents of children with dyslexia

2016

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Effectiveness of a parent training programme adapted for children with a learning disability

Cited by 9 publications

References 0 publications

Improving interactions between parents, teachers, and staff and individuals with developmental disabilities: a review of caregiver training methods and results

Improving interactions between parents, teachers, and staff and individuals with developmental disabilities: a review of caregiver training methods and results

Contexto familiar del alumnado con dificultades de aprendizaje o TDAH, percepciones de padres e hijos

Effectiveness of a group-based program for parents of children with dyslexia

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