Effects of Child Characteristics on the Outcomes of a Parent Support Program

Autor/inn/en	Hudson, Alan; Reece, John; Cameron, Christine; Matthews, Jan
Titel	Effects of Child Characteristics on the Outcomes of a Parent Support Program
Quelle	In: Journal of Intellectual & Developmental Disability, 34 (2009) 2, S.123-132 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
Schlagwörter	Age Differences; Mental Retardation; Program Effectiveness; Effect Size; Individual Characteristics; Family Programs; Gender Differences; Disabilities; Children; Early Adolescents; Foreign Countries; Child Rearing; Parenting Skills; Parent Education; Anxiety; Stress Variables; Depression (Psychology); Self Efficacy; Satisfaction; Child Behavior; Behavior Problems; Interpersonal Communication; Interpersonal Competence; Aggression; Australia; Developmental Behavior Checklist + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Geistige Behinderung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Family program; Familienprogramm; Geschlechterkonflikt; Handicap; Behinderung; Child; Kind; Kinder; Ausland; Kindererziehung; Parents education; Elternbildung; Elternschule; Angst; Self-efficacy; Selbstwirksamkeit; Zufriedenheit; Interpersonale Kommunikation; Interpersonale Kompetenz; Australien
Abstract	Background: Previous research has reported on the effectiveness of the Signposts program for supporting families of children with an intellectual disability and difficult behaviour (Hudson et al., 2003; Hudson, Cameron, & Matthews, 2008). This paper reports on an investigation of the extent to which child characteristics moderate the effectiveness of the program. Method: Data collected from 689 participants in the Signposts program were analysed to examine if the child characteristics of gender, age, or associated disability impacted on outcomes. Results: The gender analyses produced mean effect sizes of 0.39 for boys and 0.42 for girls; however, this difference was not statistically significant. The age analyses produced mean effect sizes of 0.38 for children aged 2-5 years, 0.42 for children aged 6-12 years, and 0.30 for children aged 13-18 years; however, these differences among the age groups were not statistically significant. The associated disability analyses across 7 groups produced mean effect sizes ranging from 0.31 to 0.75; however, the differences among these groups were not statistically significant. Conclusions: First, gender was not a moderating variable. Second, while the effect size for the older age group seemed to be marginally lower than that of the other two groups, age was not found to be a moderating variable. Finally, type of associated disability was not found to be a moderating variable. Methodological limitations of the study necessitate care in interpreting the findings. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10