George H. S. Singer

Meta-Analysis of Comparative Studies of Depression in Mothers of Children With and Without Developmental Disabilities

Meta-analysis was used to synthesize findings from comparative studies of depression in mothers of children with and without developmental disabilities. Effect sizes were determined for 18 studies conducted between 1984 and 2003. A weighted effect size of .39 indicated an elevated level of depression in mothers of children with developmental disabilities. Planned comparisons found that age of child and disability category moderated effect sizes. Results show that mothers of children with developmental disabilities are at elevated risk of depression compared to mothers of typically developing children. Depression in mothers of children with developmental disabilities is a condition that is presently not being addressed on a wide scale, although promising interventions are available.

A Multi-site Evaluation of Parent to Parent Programs for Parents of Children With Disabilities

This paper describes 2 approaches used to evaluate Parent to Parent mentoring programs in 5 states. Parents were assigned to either a treatment group or a waiting list comparison group. The treatment group participated in Parent to Parent for 2 months. Groups were compared on measures of coping, attitude, and progress on addressing problems. Analyses showed statistically significant positive gains for the parents in the treatment group. Changes on a measure of empowerment were not statistically significant. A qualitative study based on consumer satisfaction interviews with parents provided insight into what makes the Parent to Parent program work. The findings support the value of Parent to Parent self-help programs as one component of a family support system.

Participatory Action Research: Reflections on Critical Incidents in a PAR Project

This article describes a participatory action research (PAR) project designed to evaluate Parent to Parent programs in five states in the United States. The PAR team consisted of two groups: 1) parent leaders of programs that create one-to-one matches between help-seeking parents of children with disabilities and volunteer supporting parents and 2) university-based researchers. Based on a narrative record of the project, critical incidents are presented along with reflections of factors that contributed to the success of the project overall. The project successfully gathered evaluative data about Parent to Parent self-help programs. Results of both the PAR project and the study it created are presented. A process of developing a shared understanding of the programs and of the purposes for evaluating them, along with an on-going willingness of parents and researchers to compromise, led to creative solutions to difficulties that arose in meeting the needs of researchers and parents. As a result of the project, published data from a controlled experimental study are now available showing that Parent to Parent assisted parents in developing more positive views of their circumstances and a stronger sense of efficacy in coping with family and child challenges. Interviews indicated some of the reasons why Parent to Parent succeeds and fails. The study also revealed operational problems in the programs that were previously unrecognized. As a result of the project, the participating programs have made several changes to improve their services and they have begun to use the research data to support their legitimacy to funders and to expand their services to new populations.

Adaptation and Accommodation to Young Children with Disabilities: A Comparison of Korean and Korean American Parents

This article presents a comparative study of the adaptation of Korean and Korean American parents to their children with developmental disabilities. Repeated interviews with 16 mothers in each group were designed to elicit parental descriptions of the major chronological events concerning their child, process of adaptation and accommodation, sources of stress and support, and perceived benefits and contributions to their lives. The interviews were conducted in Korean, transcribed, translated, and analyzed in a structured procedure in keeping with one major tradition of qualitative research. Comparative cross-cultural research allows investigators to see taken-for-granted phenomena that might otherwise go unseen. The study revealed that both Korean and Korean American parents experienced a process of transformation in regard to their beliefs and feelings about their exceptional children. Religion played an important role in this process. Public policy, social services, and available resources were dramatically different in the two nations, and these differences suffused parental accounts of their individual experiences. The similarities and differences between the two groups are presented thematically. The findings are further discussed in relation to major theories about adaptation in families of young children with disabilities.

Reducing Parental Dissatisfaction With Special Education in Two School Districts: Implementing Conflict Prevention and Alternative Dispute Resolution

Parental dissatisfaction with special education services is a national problem. This article presents two districts that have undergone systemwide changes to decrease the dissatisfaction of families who have children with disabilities. Using qualitative inquiry, the authors analyzed documents and observed and interviewed 24 informants about the system problems and changes. Data analysis revealed three themes within the systems problems category: (a) lack of leadership, (b) not keeping up with the law, and (c) parents excluded. Systemwide changes were organized into seven themes: (a) new leadership, (b) partnerships, (c) creative use of resources, (d) updated educational practices, (e) relationship building, (f) teacher and parent support, and (g) alternative dispute resolution. Findings revealed effective leaders who focused on all levels of the system.

Just Good Different Things Specific Accommodations Families Make to Positively Adapt to Their Children With Developmental Disabilities

Fifteen parents and two grandparents of children with developmental disabilities (DD) were interviewed to discover common themes regarding specific ways in which they devised positive adaptations to their everyday routines to accommodate the needs of their children with DD, how they decided upon the accommodations, and how much help they felt they received from professionals in making the accommodations. Interviews were audiorecorded and transcribed. Using grounded theory methods, the authors analyzed the transcriptions to determine common themes, which were found to be (a) lost opportunities replaced by new opportunities, (b) the family as a team, (c) time adaptations, (d) the idiosyncratic nature of family accommodations, and (e) an insistence on normalcy, accompanied by a resistance to stigma. Participants most commonly described their decision-making process as “trial and error,” and the majority felt professionals had given them good help in making accommodations.

A comparison of two psychosocial interventions for parents of children with acquired brain injury: An exploratory study

Parents of children with acquired brain injury experience severe stress. Many experience periods of emotional distress related to their childs injury and its sequelae. This study compared two kinds of support groups for parents of children with sequelae of severe brain injury. One group participated in a psychoeducational stress management program that emphasized instruction in coping skills and group discussions of coping efforts. The program included regular homework assignments, practice exercises, and follow-up discussions of the use of skills. The second group was an informational support group. Parents identified topics that they wanted to discuss and were also encouraged to share their feelings with group members. The impact of the two groups was measured with standardized self-report measures of depression and anxiety. Parents in the stress management group experienced significant reductions in depressive and anxious symptoms. Parents in the informational and sharing group, as a group, showed increases in depressive and anxious symptoms.

A National Survey of the Educational Planning and Language Instruction Practices for Students with Moderate to Severe Disabilities Who are English Language Learners

This article examines findings from a national survey of a sample of special educators who serve students with moderate to severe disabilities who are English language learners (ELLs). The survey requested information related to respondent assessment and instructional practices, second language resource availability, satisfaction, and language decision procedures for ELL students. Results indicated many of the respondents assessed and instructed their students in English, lacked ELL training, experienced resource shortages, and did not include parents in the language of instruction decision. Additional findings revealed that teacher satisfaction was predicted by the availability of second language resources, and the administration appeared to have a significant influence on the inclusion/exclusion of parents in the language decision process. The implications of these findings are presented.

A Comparison of Adaptation to Childhood Disability in Korean Immigrant and Korean Mothers

We examined the variables that exacerbated or buffered the impact of childs problem behavior and/or physical differences on mothers. Participants were 32 Korean mothers of children with disabilities. Quantitative methods were applied to derive another form of understanding of our extensive interview data. We selected 5 dependent variables, identified the examples of them in our interview transcripts, and scored these examples using a numerical scale. Effect size differences and MANOVA were used in the data analyses. Overall findings were consistent with our qualitative findings that Korean mothers experienced more difficulties than their immigrant counterparts. Various explanations for the results are discussed. The advantages of combining quantitative and qualitative perspectives are self-evident in this study, and other researchers might consider using these strategies.

A Cross-Disability Analysis of Person-Directed, Long-Term Services

Person-directed service models have emerged as important initiatives in improving long-term care. Person-directed services typically have been targeted to particular groups, such as persons with mobility or developmental disabilities or elders with disability. Few attempts have been made to analyze the commonalties, differences, and relative efficacy of the various models. This article presents a cross-disability review of the common elements of person-directed services, describes three primary types of models (personal assistance services, brokered support, and cash and counseling), and summarizes the research evidence related to their efficacy. The major barriers that impede the expansion of person-directed services are discussed. Emerging research findings across disability groups suggest that person-directed services have a positive impact on factors such as quality of life, control, productivity, unmet need, use of preventative health care, and cost. The need to build the evidence base for person-directed services, to address barriers to the expansion of these service models, to support advocacy efforts, and to bolster the political will required for directing substantial resources to person-directed long-term services is emphasized.