Original Research/Study

Group Parent Training Combined With Follow-Up Coaching for Parents of Children With Developmental Delays

Barton, Erin E. PhD, BCBA-D; Lissman, Dana Cohen MS

Author Information

Department of Special Education, Vanderbilt University (Dr Barton); and University of Oregon (Ms Lissman).

Correspondence: Erin E. Barton, PhD, BCBA-D, Department of Special Education, Vanderbilt University, 230 Appleton Pl, Peabody 228, Nashville, TN 37203 ([email protected]).

The authors acknowledge the assistance provided by Maria Pomes and Gerry Morgan in the conduct of this study. This study was greatly facilitated by the staff, children, and families of Early Childhood CARES, Eugene, OR.

The authors declare no conflict of interest.

Infants & Young Children 28(3):p 220-236, July/September 2015. | DOI: 10.1097/IYC.0000000000000036

Abstract

The purpose of this study was to examine the relation between group training using an abbreviated version of the Incredible Years parent training with family coaching and positive parenting practices. Two at-risk mothers and their young children with disabilities participated in the study. Both mothers were enrolled in a group parent training program through their local early intervention agency. This study extends the research on parent training by examining the relation between group training with individualized, evidence-based coaching and positive parenting practices for parents of children with developmental disabilities. Results suggest coaching combined with group training is related to low to moderate increases in positive parenting practices. More intensive, individualized coaching for at-risk parents might maximize treatment outcomes of group parent training programs.

Copyright © 2015 Wolters Kluwer Health, Inc. All rights reserved

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