Intellectual Disability and Developmental Risk: Promoting Intervention to Improve Child and Family Well-Being.
Study Goal
The researchers aimed to explore how mindfulness interventions, alongside parent skill training, could reduce parental stress and indirectly improve behavioral outcomes in children with intellectual disabilities.
Results Summary
The study found that mindfulness interventions reduced parental stress and created indirect benefits for children's behavioral competencies, supporting a family-focused developmental systems approach.
Population
Families of children with intellectual disabilities (IDs).
Effective Dosage
Not available
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
direct efforts to impact core cognitive and academic deficits | neutral | core cognitive and academic deficits | children with intellectual disabilities (IDs) | - | focused on | #1 |
new developmental system approaches to early intervention | neutral | early intervention | families of children with ID | - | influenced | #2 |
strategic parent skill training | neutral | parental stress | parents | - | focus on | #3 |
mindfulness interventions | decrease | parental stress | parents | - | reduce | #4 |
strategic parent skill training and mindfulness interventions | increase | children's behavioral competencies | children | - | create indirect benefits for | #5 |
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence-based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family-focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.