Evaluation of an intervention system for parents of children with intellectual disability and challenging behaviour

• Published in: Journal of intellectual disability research Vol. 47; no. 4-5; pp. 238 - 249
• Main Authors: Hudson, A. M., Matthews, J. M., Gavidia-Payne, S. T., Cameron, C. A., Mildon, R. L., Radler, G. A., Nankervis, K. L.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Science Ltd 01.05.2003; Wiley Subscription Services, Inc
• Subjects: Adult; Behavior Change; Challenging behaviour; Child; Child Behavior Disorders - psychology; Community Relations; Community Services; Coping; Developmental Disabilities; Disabled Children - psychology; Evaluation; Family (Sociological Unit); Female; Functional Behavioral Assessment; Humans; Intellectual Disability; Interventions; Learning disabled children; Male; Manuals as Topic; Mental Health Programs; Mother-Child Relations; Parents; Parents - psychology; Resistance (Psychology); Respite Care; Social Support; Stress, Psychological - therapy; Teaching Methods; Training Methods; Videotape Recording; Australia
• ISSN: 0964-2633; 1365-2788
• DOI: 10.1046/j.1365-2788.2003.00486.x

Background  Signposts is a flexible intervention system for families of children who have intellectual disability and challenging behaviour. The Signposts materials include eight information booklets, a workbook and videotape for parents, and a series of instructional manuals for therapists. The system was designed so that it can be delivered in several different ways, i.e. group support, telephone support and self‐directed modes. Methods  The present study was an evaluation of these three modes of delivery and involved 115 families. Results  Following the use of the Signposts materials in parent training programmes, the subjects reported that they were less stressed, felt more efficacious about managing their children's behaviour, were less hassled about meeting their own needs and that their children's behaviour had improved. Additionally, families generally reported high levels of satisfaction with the content and delivery of the materials. Conclusions  Finally, there were minimal differences among the three modes of delivery on the measures used, although families who used the self‐directed mode were less likely to complete the materials. Implications of these results for service delivery are discussed.