The effectiveness of parent participation in occupational therapy for children with developmental delay

Abstract

IntroductionThis study aims to explore the impact of Parent Participation Program on the development of developmental delay children.MethodsPretest-posttest equivalent-group experimental design study was used in this paper. A total of 30 pairs of developmental delay children aged 0–72 months and their parents participated into this study. They were divided into two groups, namely control group and experimental group, according to parents’ wishes. The objects of study in control group received 16 courses of direct rehabilitation therapy; those in experimental group received 8 courses of direct rehabilitation therapy and 8 courses of instruction and tracking of Parent Participation Program. The duration of the intervention was 8 weeks. All cases should be evaluated before and after the intervention, to analyze the difference before and after intervention and among groups. The statistical methods in this paper included descriptive analysis, Chi-square test, independent sample t-test, pair-sample t-test.Results and conclusionThe intervention of Parent Participation Occupational Program has positive impact on the development of developmental delay children in various fields. Among all the intervention results, the progress of the experimental group is 1.895 times more than that of the control group. With parent involvement, Parent Participation Occupational Therapy can promote the cognitive ability, language ability, action ability (gross and fine movement), social competence and self-care ability of children with developmental delay. Finally, the researcher presents suggestions and directions for future research in accordance with the results.

Mothers’ experience of being involved with the transfer of the CO-OP approach: A qualitative study

“…One of these principles is to pay attention to the differences in learning styles of different people, which may mean they prefer educational content in the form of written text, video, face-to-face, or practical exercises. Studies conducted on training parents with disabled children and parents with normal school children found parents had preferred different teaching strategies (Darch et al, 2004; Ghashghaee et al, 2016; Hornby and Lafaele, 2011; Lin et al, 2018).…”

“…Parents' need to be supported by therapists, especially in early sessions of therapy when parents are often disappointed or confused about the information they receive (Dunn et al, 2012). Therapists' ongoing follow-up can help parents continue using the process they learned outside the therapy setting (Lin et al, 2018). Effective communication supports positive relationship between parents and therapists and is an essential part of a family-centered approach (King et al, 2000a(King et al, , 2000b.…”

Strategies occupational therapists use to engage children and parents in therapy sessions

“…In most therapy sessions the child, therapist and parent collaborated on the activity. Lin, Lin, and Yu (2018) found that children with developmental delays had greater developmental outcomes when their parents were involved in the therapy session than when parents were not present. Parent involvement in therapy has been considered integral to the child's overall engagement in therapy and their occupational performance outcomes (D'Arrigo et al., 2019) and a recommended strategy to enhance child engagement and achievement of therapy goals.…”

Cognitive-behavioral counseling and mental health of pregnant women

“…The statistical analyses showed that the intervention led to a significant change in general health score and its subscales in the experiment group at different measurement occasions. Lin et al (2001) found that cognitive-behavioral treatment was significantly effective in the mothers in experiment group and improved their ability to speak, do self-care, and do child care [20]. Cather (2005) reported that cognitive-behavioral approach was effective in the treatment of mental health symptoms [21].…”

“…The GHQ-28 covers four subscales viz. physical symptoms (statements 1-7), anxiety and sleep disorders (statements 8-14), social function disorder (statements (15)(16)(17)(18)(19)(20)(21), and severe depression (statements 22-28). The statements are four alternative questions…”