Jan Matthews

The Wide-Scale Implementation of a Support Program for Parents of Children with an Intellectual Disability and Difficult Behaviour.

Abstract Background While there have been several evaluations of programs to help parents manage difficult behaviour of their child with an intellectual disability, little research has focused on the evaluation of such programs when delivered to large populations. Method The benchmarks recommended by Wiese, Stancliffe, and Hemsley (2005) were used to evaluate the wide‐scale implementation of the Signposts for Building Better Behaviour program (Hudson et al., 2001). Results A total of 2,119 parents and carers participated in the program over an 18‐month period. Following the program, participants reported that they were less depressed, less anxious, and less stressed, were more confident and satisfied with managing their child, and were less hassled by their childs behaviour. They also reported that their child exhibited fewer difficult behaviours. Effect sizes ranged from small to large, depending on mode of delivery of the program. Average cost of delivery was

Modeling Contextual Influences on Parents With Intellectual Disability and Their Children

1,304 per participant. Conclusion When implemented on a wide‐scale basis, the Signposts program was effective in assisting families to manage their childs difficult behaviour. Limitations of the study are discussed.

Father participation with mothers in the Signposts program: An initial investigation

Many parents with intellectual disability experience living conditions associated with risk for children and parents. This study used structural equation modeling to test a theoretical model of the relationships among parent, child, family, and contextual variables in 120 Australian families where a parent had an intellectual disability. Findings revealed that parenting practices had a direct effect on childrens well being, that social support was associated with childrens well being through the mediator of parenting practices, and that access to social support had a direct influence on parenting practices. Implications of the findings for research, intervention, and policy are explored, with the goal of promoting optimal well being for children who are raised by parents with intellectual disability.

Family Intervention Services Program Evaluation: A Brief Report on Initial Outcomes for Families.

Abstract Background The Signposts program is an evidence-based intervention system for parents of children with intellectual disability and problem behaviours. This study provided an initial investigation of the outcomes for mothers associated with father participation in Signposts, using data collected from the Signposts Statewide project, conducted in Victoria, Australia. Method Data from Signposts Statewide were analysed, with the effect size Cohen’s d and 95% confidence interval around d calculated for pre- to post-program changes for 134 mothers who participated in Signposts with fathers and 483 mothers who participated without fathers. Results Although mothers in both groups benefitted from the program, as evidenced by pre- to post-program improvements across all measures, the mean effect size was notably larger for mothers who participated in Signposts with fathers. Conclusions These results highlight possible further program benefits for mothers who participate in Signposts with fathers, and are of particular significance in light of research describing the increased stress experienced by mothers of children with a disability.

A telehealth intervention for families caring for a child with traumatic brain injury (TBI)

Abstract This is a brief report on a preliminary evaluation of the Metropolitan Family Intervention Service at the Victorian Parenting Centre, Melbourne, Australia. It presents an analysis of pre-post data collected from 589 mothers who commenced and completed Triple P programs between 1999 and early 2003. Forty five percent of children were found to be in the clinical range for child behaviour problems before intervention. Following the parenting program only twelve percent of children were reported by their parents to be in the clinical range. Significant improvements were also noted in measures of parental style, sense of competence, depression, anxiety, stress, and couple conflict.

A proposed model for the impact of parental fatigue on parenting adaptability and child development

Purpose – The purpose of this paper is to determine the preliminary clinical utility of a telephone-support format of the “Signposts” (Hudson et al., 2003) behavioural intervention programme to be used with a paediatric traumatic brain injury (TBI) population. Design/methodology/approach – Nine families caring for a child with moderate or severe TBI, participated in a pilot study of a TBI adapted “Signposts for Building Better Behaviour” manualised programme. The programme is designed to help parents learn positive parenting skills and strategies that empower them to successfully manage their childs challenging behaviour post-TBI. The programme consists of seven core sessions and two supplemental sessions. Parents work through the sessions with an accompaniment of guiding information booklets, a DVD with scenes modelling positive parenting strategies, and a workbook containing written exercises. At the completion of each session parents receive a telephone-support call from a trained Signposts practition...

Effects of child characteristics on the outcomes of a parent support program

Fatigue is a commonly reported problem for new parents. Considering that maternal fatigue is a risk factor for depression in the post‐partum period, and that post‐partum depression is associated with parent and child outcomes, it is important to investigate the relationship between fatigue, parenting, and child development. Further, given that research in areas other than parenting suggests that fatigue has a negative impact on performance via executive functioning, it is argued that parenting, being reliant on executive functioning, is likely to be disturbed by fatigue. Despite this, there is limited research investigating the relationship between fatigue, parenting, and child development. This paper applies the Optimal Parenting Development model to these constructs to propose a model for investigating the relationships between fatigue, parenting, child outcomes, and factors that may mediate these relationships.

Outcomes Following an Early Parenting Center Residential Parenting Program

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.

Challenging behaviours following paediatric acquired brain injury (ABI): the clinical utility for a manualised behavioural intervention programme

Outcomes for maternal well-being and behavior as well as difficult child behavior following participation in a 5-day early parenting center residential parenting program were explored. Participants were 44 mothers and their children, the majority presenting with child sleeping difficulties. Data were collected at four stages: intake (2-4 weeks prior to the program), the first day of the program, the last day of the program, and 4 weeks after the program. Measures included questionnaires, monitoring sheets, and videotaped observations of parent— child interactions. Improvements were seen in mothers’ behavior during parent—child interaction over the week they attended the program. Maternal symptoms of depression, anxiety, and stress were lower after the program. The perceived frequency and seriousness of maternal reported difficult child behavior decreased over the measurement period, and 52% of parents had achieved 80% or more of their behavioral goal for their children. Implications for future research in early parenting centers are discussed.

Maternal factors and experiences associated with observed parenting behavior in mothers attending a residential parenting program

Purpose – Children with acquired brain injury (ABI) are at significant risk of serious behavioural and social difficulties. The burgeoning growth of research documenting behavioural sequelae after paediatric ABI has not been met with a concomitant level of research aimed at treating the problem. The purpose of this paper is to investigate whether a manualised behavioural intervention support programme could reduce challenging behaviours in children with ABI and improve family-parental well-being and functioning. Design/methodology/approach – A total of 61 parents (48 mothers and 13 fathers) of 48 children aged between three and 12 years with mild, moderate, or severe ABI received an ABI adapted “Signposts for Building Better Behaviour” programme (Hudson et al., 2001) in group-support (GS) or telephone-support (TS) format. Trained “Signposts” practitioners delivered the programme over a five-month period. The programme consisted of nine information booklets, a DVD, and workbook. All families completed pre-...