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

Abstract

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.

Effects of a Sociodrama-based Communication Enhancement Program on Mothers of Children with Neurodevelopmental Disorders: A Pilot Study

“…Similarly, in one study using sociodrama with mothers of students with special needs [28], sociodrama was effective in lowering parenting stress and improving parenting self-efficacy. In the last 20 years, most intervention studies that have aimed to enhance the interactions of parents, teachers, and caregivers of children with developmental disorders [32], have used didactic instruction, video monitoring/ modeling, group debate, feedback, and coaching. Interventions can be more effective when they include realistic scenarios [22,30]; however, in previous studies, reflecting the actual situation was not sufficient, and interventions targeting parents of children with neurodevelopmental disorders were extremely rare.…”

The Efficacy of Parent Training Interventions with Parents of Children with Developmental Disabilities

“…Parenting can be challenging and is characterized by considerable effort and strain to sustain their children’s developmental pathways, especially during the early stages of life. In some cases, intensive support may be required up to adulthood, making these relationships even more significant [ 20 ]. Considering the risk factors involved in parenthood, interventions that address social support would further benefit these families [ 65 ].…”

“…On this premise, effective prevention and treatment interventions supporting caregivers are essential to reduce parental strain and effort [ 20 , 21 ]. Early childhood parent training programs are effective and show promise in supporting families facing different risks [ 22 ].…”