The Effectiveness of KEEP for Families of Children with Developmental Delays: Integrating FIND Video Coaching into Parent Management Training--Oregon Model: A Randomized Trial

Autor/inn/en	Salisbury, Marlee R.; Roos, Leslie E.; Horn, Sarah R.; Peake, Shannon J.; Fisher, Philip A.
Titel	The Effectiveness of KEEP for Families of Children with Developmental Delays: Integrating FIND Video Coaching into Parent Management Training--Oregon Model: A Randomized Trial
Quelle	In: Prevention Science, 23 (2022) 6, S.1029-1040 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salisbury, Marlee R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-022-01344-w
Schlagwörter	Developmental Delays; At Risk Persons; Self Control; Behavior Problems; Early Intervention; Parenting Skills; Parent Child Relationship; Parent Education; Best Practices; Video Technology; Feedback (Response); Clinical Diagnosis; Child Development; Coaching (Performance); Metacognition; Stress Variables; Inhibition; Parent Attitudes; Self Efficacy; Comparative Analysis; Preschool Children; Program Effectiveness; Oregon + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Risikogruppe; Selbstbeherrschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Kindesentwicklung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hemmung; Elternverhalten; Self-efficacy; Selbstwirksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Children with developmental delays or disabilities (DD) are at risk for self-regulation difficulties and behaviour problems compared to typically developing children. Intervening early is crucial to prevent long-term adjustment challenges across home and school contexts. Parenting has been identified as a malleable target of intervention for improving children's adaptive functioning across behavioural, emotional and cognitive domains. Although parent management training (PMT) is an identified best-practice, key questions remain about the critical components of interventions and how novel approaches like video feedback may offer additional benefits. Using a pre-test-post-test one group and superiority design, we evaluated the efficacy of two models of the Keeping Parents Trained and Supported (KEEP) preschool program with parent-only components among 175 families with children diagnosed or at-risk for DD. KEEP-P included core PMT (Oregon Model) methods and KEEP-V integrated KEEP with Filming Interactions to Nurture Development video coaching methods for enhancing developmentally supportive interactions. Intervention outcomes on children's behaviour problems and executive functioning, parenting stress and parent-child relationship quality were compared between groups. Both groups demonstrated significant reductions over time in child behavioural problems, developmental problems and parenting stress. Significant improvements were observed in children's executive functioning, parents' sense of competence and mindfulness in parenting. Group differences were observed in parent's sense of competence, with individuals receiving KEEP-P displaying greater increases over time. Higher intervention dosage predicted a greater reduction in stressful child behaviours and greater improvements in children's inhibitory control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01