Parents with Intellectual Disability and Mental Health Conditions: Early Intervention Providers' Perceptions

Autor/inn/en	Edwards, Nicole Megan; Lieberman-Betz, Rebecca; Wiegand, Sarah
Titel	Parents with Intellectual Disability and Mental Health Conditions: Early Intervention Providers' Perceptions
Quelle	In: Journal of Intellectual & Developmental Disability, 48 (2023) 3, S.225-237 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lieberman-Betz, Rebecca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2022.2112530
Schlagwörter	Parents with Disabilities; Intellectual Disability; Mental Disorders; Comorbidity; Infants; Toddlers; Early Intervention; Family Needs; School Personnel; Attitudes; Training; Individual Characteristics; Barriers; Parenting Skills; Allied Health Personnel; Incidence; Knowledge Level; Familiarity; Faculty Workload; Responsibility + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Mental illness; Geisteskrankheit; Infant; Toddler; Toddlers; Kleinkind; Infants; Schulpersonal; Attitude; Einstellung; Verhalten; Ausbildung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Vorkommen; Wissensbasis; Verantwortungsübernahme; Zuständigkeit
Abstract	Background: It is highly recommended that professionals promote caregivers' capacity-building to use intervention strategies to support children with developmental delays or disabilities in natural learning environments, particularly in the earliest years of life. There is a gap, however, in understanding the extent to which these professionals may feel supported in tailoring outreach to support parents with Intellectual Disability and/or mental health conditions (MHCs). Methods: We surveyed providers (n = 55) who work with families of infants and toddlers in Early Intervention programs across the United States. Results: Most had at least one family with intellectual disability (87%) or a MHC (92%). At least half felt parents with intellectual disability or MHCs warranted more time/resources (64% or 50%, respectively) and half were "extremely interested" in trainings to support parents with intellectual disability (48%) or MHCs (56%). Conclusions: Findings and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01