Preliminary Evaluation of the Step-by-Step Parenting Program for Expectant Parents with Intellectual Disabilities
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| Title: | Preliminary Evaluation of the Step-by-Step Parenting Program for Expectant Parents with Intellectual Disabilities |
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| Language: | English |
| Authors: | Maurice A. Feldman (ORCID |
| Source: | Journal of Applied Research in Intellectual Disabilities. 2025 38(2). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Adult Education |
| Descriptors: | Parent Education, Parents with Disabilities, Intellectual Disability, Neonates, Home Programs, Skill Development, Parenting Skills, Program Effectiveness, Simulation, Foreign Countries |
| Geographic Terms: | Canada |
| DOI: | 10.1111/jar.70034 |
| ISSN: | 1360-2322 1468-3148 |
| Abstract: | Background: This study evaluated the Step-by-Step Parenting Program (SBSPP) to prepare expectant parents with intellectual disabilities to care for their newborns. Method: Two expectant parents with intellectual disabilities were seen once or twice weekly in their homes for about 2 h over 16 and 20 weeks (21 and 27 sessions), respectively. The key measure was percentage correct scores on parenting skill checklists with an infant simulator (IS) and eventually the newborn. Newborn-care skills trained were sponge bath, dressing, ear and nose care, and treating cradle cap. SBSPP-IS training consisted of instructions, prompting, modelling, and feedback. Multiple baselines across skills and participant designs were used. Results: Trained skills increased and transferred to the newborns. Both parents have maintained custody of their infants for over 1 year. Conclusion: This study provides preliminary evidence that prenatal parent training may help expectant parents with intellectual disabilities to properly care for their newborns. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1468969 |
| Database: | ERIC |
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| Abstract: | Background: This study evaluated the Step-by-Step Parenting Program (SBSPP) to prepare expectant parents with intellectual disabilities to care for their newborns. Method: Two expectant parents with intellectual disabilities were seen once or twice weekly in their homes for about 2 h over 16 and 20 weeks (21 and 27 sessions), respectively. The key measure was percentage correct scores on parenting skill checklists with an infant simulator (IS) and eventually the newborn. Newborn-care skills trained were sponge bath, dressing, ear and nose care, and treating cradle cap. SBSPP-IS training consisted of instructions, prompting, modelling, and feedback. Multiple baselines across skills and participant designs were used. Results: Trained skills increased and transferred to the newborns. Both parents have maintained custody of their infants for over 1 year. Conclusion: This study provides preliminary evidence that prenatal parent training may help expectant parents with intellectual disabilities to properly care for their newborns. |
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| ISSN: | 1360-2322 1468-3148 |
| DOI: | 10.1111/jar.70034 |
