Families of Youth with Developmental Disabilities: A Theory-Based Intervention

发育障碍青少年家庭：基于理论的干预

• 批准号: 9311139
• 负责人: EDWARD MARK CUMMINGS
• 金额: $ 57.36万
• 依托单位: UNIVERSITY OF NOTRE DAME
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-04 至 2022-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9311139
• 关键词: 17 year old; Address; Adolescent; Age; Behavioral; Characteristics; Child; Child Rearing; Clinical Trials Design; Communication; Communities; Conflict (Psychology); Data Analyses; Development; Developmental Disabilities; Diagnosis; Dropout; Educational Curriculum; Effectiveness; Emotional; Environment; Evidence based program; Face; Family; Family member; Fathers; Feedback; Gender; Goals; High Prevalence; Individual; Intellectual functioning disability; Intervention; Knowledge; Marital Relationships; Mediating; Methods; Mission; Modeling; Mothers; National Institute of Child Health and Human Development; Outcome; Parent-Child Relations; Parents; Participant; Pilot Projects; Preventive Intervention; Process; Program Effectiveness; Program Evaluation; Public Health; Randomized; Research; Resources; Risk; Risk Adjustment; Risk Factors; Security; Siblings; Stress; System; Testing; Training; Visit; Youth; base; community center; conflict resolution; cost effective; design; dyadic interaction; effective intervention; efficacy testing; evidence base; expectation; experience; family support; improved; innovation; intervention program; member; neglect; post intervention; programs; psychoeducational; psychoeducational intervention; response; satisfaction; theories

Project Summary/Abstract Although families with children with intellectual and developmental disabilities (IDD) experience heightened family conflict, stress and risk for adjustment problems, few evidence-based programs exist to support them. Programs are rarely adapted to these families’ specific needs, and the available interventions are not empiri- cally-based or rigorously evaluated. Existing programs fail to address the family system, often ignoring the well-being of parents and typically developing (TD) siblings. A critical need exists for an evidence-based pro- gram to ameliorate the impact of family stress and conflict on the overall well-being of parents and TD siblings, as well as individuals with IDD. Our objective in this proposal is to test the efficacy for parents, TD siblings, and children with IDD of an adaptation of the psycho-educational and communication training approach used in a previously validated prevention/intervention program for community families, and to examine the mechanisms associated with change processes that occur as a result of the 4-week program. Our long-term goal is to in- crease the availability and affordability of empirically-supported family-systems approaches to reduce family stress and conflict in families of individuals with IDD. Our central hypothesis is that participation in the program will support the identified needs of families with a child with IDD, improve the well-being and adjustment of par- ents, increase emotional security and adjustment for TD siblings, and be associated with improvements in adaptive functioning for individuals with IDD. This central hypothesis is supported by promising qualitative evi- dence and preliminary analyses from an ongoing pilot study using the adapted curriculum included in the pre- sent proposal. Our rationale is that providing a family-systems approach to improving the family environment will support the well-being of each family member, including the child with IDD. The specific aims are: (1) de- termining the efficacy of the program for parents, (2a) determining the efficacy of the program for typically de- veloping siblings, (2b) testing process models, guided by the Emotional Security Theory (EST; Davies & Cum- mings, 1994), to explain how and why and for whom and when changes occur as a result of the program, and (3) examining the impact of the program on individuals with IDD. Families (n=150) that include a child with IDD and a TD sibling between 11 and 17 years of age, will be randomly assigned to one of two groups: (1) parent and typically developing sibling intervention, or (2) resource only control. Multi-method assessments of all fami- ly members will be obtained at pre- and post-intervention visits, and 6-month and 1-year follow-ups. The ap- proach is innovative because it addresses multiple family members’ needs, tests theory about explanatory models for program impact, and utilizes a brief, psycho-educational format and a RCT design to evaluate its efficacy. This research is significant because it will create an inexpensive model program for family-system- level interventions for families of children with IDD, benefiting parents, siblings and the child with IDD, including evaluations of program effectiveness in standing community centers.

项目摘要/摘要 具有智力和发育不景气（IDD）经验的儿童的Allthooth家族增强了 家庭冲突，压力和调整问题的风险，很少有基于证据的计划来支持它们。 计划很少适合这些家庭的特定需求，并且可用的干预措施不是经验 现有的基于CALLY或严格的评估无法解决家庭系统 父母和类型的福祉通常是发展（TD）兄弟姐妹。 克划分家庭压力和冲突对父母和TD兄弟姐妹的整体影响的影响， 以及具有IDD的个人。 具有适应心理教育和沟通训练方法的IDD儿童 上一家验证了社区家庭的预防/干预计划，并检查机制 与四周计划的阿森（Aresult）发生的变化过程相关。 折痕经验支持的家庭系统方法可减少家庭的可用性和负担能力 我们的中心假设的个人的压力和冲突是参与该计划 将支持患有IDD的孩子的家庭的确定需求，改善良好的福祉和调整 ENTS，提高情绪安全性和对TD兄弟姐妹的调整，并与ITH的改进相关联 IDD的个体的自适应功能。 从一项正在进行的试点研究中进行了逐渐和初步分析，该研究使用了预科课程中的适应课程 提出建议。 将支持每个家庭成员的福祉，具有IDD的孩子。 终止该计划对父母的疗效，（2a）确定该计划的功效 在情感安全理论（EST）的指导下，（2B）测试过程模型（2B）测试过程模型（EST） Mings，1994年），解释该计划导致的方式以及为什么以及为谁以及发生变化， （3）检查该计划对IDD个人的影响（n = 150） 和11至17岁之间的TD兄弟姐妹将随机分配给两组之一：（1）父母 并且通常开发兄弟姐妹干预，或（2）仅资源控制。 LY成员将在干预前和访问后获得6个月和1年的随访。 PRACH是创新的元素，因为它解决了多个家庭成员的需求，测试有关解释的理论 计划影响的模型，并利用简短的心理教育格式和RCT设计进行评估 疗效。 对患有IDD的儿童家庭的水平干预措施，使父母，兄弟姐妹和患有IDD的孩子受益，包括 评估常设社区中心的计划有效性。