ASSESSING THE EFFECTIVENESS OF AN ONLINE POSITIVE PARENTING PROGRAMME FOR PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES

Abstract

Objectives: This study aimed to remotely implement the Stepping Stones Triple P (SSTP), a positive parenting programme for parents of children with developmental disabilities, and to examine its effectiveness compared to in-person implementations.

Methods: Participants were recruited online in partnership with municipalities and other organisations. Nine parents of children aged 3–10 years with developmental disabilities received the intervention remotely. The following variables were compared before and after the intervention: parents’ childcare behaviour (Parenting Scale, PS); difficulties in child behaviour (Strengths and Difficulties Questionnaire, SDQ); parents’ depression, anxiety, and stress (Depression, Anxiety, and Stress Scale, DASS); and parents’ attitudes to parenting (Parenting Experience Survey, PES).

Results: Before the intervention, all PS, SDQ (except ‘Emotional Symptoms’), and DASS subscale scores were within the clinical and borderline ranges. However, after the intervention, significant subscale improvements were observed: PS over-reactivity (p =0 .021), SDQ conduct problems (p =0 .042), and DASS depression (p =0 .021), stress (p =0 .027), and anxiety (p = 0.028). PES scores demonstrated significant improvement in childcare difficulty (p = 0.020), stressful feelings resulting from childcare (p =0 .043), confidence in childcare (p =0 .008), cooperation with one’s partner (p =0 .020), and happiness with one’s partner (p =0 .046).

Conclusion: The SSTP, conducted remotely with parents of children with developmental disabilities, significantly improved parents’ childcare behaviours, children’s conduct problems, and stressful feelings resulting from childcare. The intervention’s effects on the PS, DASS and partner relationships were nearly equivalent to those observed in previous in-person studies. (247 words)