None listed
Conditions
Brief summary
The aim of the project is to explore the effectiveness of Building Bridges Triple P in promoting parent skills and reducing the parent reported behavioural and emotional problems of adolescents with a developmental disorder, addressing relationships within the family, and improving outcomes for teens and parents. Parenting programs have been shown to have significant benefits for both parents and children. Parenting programs centered on social learning principles have been recognized by the World Health Organisation (2009) as the ‘gold standard’ in preventing behavioural problems and promoting healthy childhood development and wellbeing. While research has supported the efficacy of parenting programs for teens and children with disabilities, there is an absence of parenting-based intervention programs tailored to parents of adolescents with a developmental disability. This is particularly concerning given the increased vulnerability of teenagers to a range of factors during this developmental period relative to earlier periods of childhood and the difficulties faced by parents to manage these. The current project aims to evaluate the efficacy of the Building Brides Triple P program, a parent skills training program specifically targeting the unique needs of this population.
Interventions
Building Bridges Triple P (BBTP) is a parenting program which aims to promote parent skills and reduce parent reported behavioural and emotional problems of adolescents with a developmental disorder, addressing relationships within the family, and improving outcomes for teens and parents. The sample will therefore consist of parents who have an adolescent child with a developmental disability such as Autism Spectrum Disorder, Down Syndrome, Cerebral Palsy, Attention-Deficit-Hyperactivity Disorde
Building Bridges Triple P (BBTP) is a parenting program which aims to promote parent skills and reduce parent reported behavioural and emotional problems of adolescents with a developmental disorder, addressing relationships within the family, and improving outcomes for teens and parents. The sample will therefore consist of parents who have an adolescent child with a developmental disability such as Autism Spectrum Disorder, Down Syndrome, Cerebral Palsy, Attention-Deficit-Hyperactivity Disorder and others. Eligible participants will be asked to complete the pre-measures in an online format. They will also be asked to complete these questionnaires again at two predetermined times following the Building Bridges program (post-measures). The questionnaires are estimated to take participants approximately 30-45 minutes to complete. After questionnaires are completed, participants (parents) will be allocated to either the intervention group (IG) or the waitlist control group (WCG). This allocation is not random. Participants are not allocated based on any criteria. A group is predetermined as either intervention or control and as participants express interest and availability they are put into one of the groups based on the next group which is running. Participants in the IG will initially complete the Building Bridges Triple P program consisting of five 120-minute face-to-face group sessions and three 30-minute follow-up telephone sessions held once per week following the 5 face-to-face sessions. Phone sessions will also be held with the lead researcher and aim to check in with how participants are progressing with implementing the program strategies and assist them in problem solving any issues or barriers in the implementation of the strategies/skills. All sessions (group face-to-face and individual telephone sessions) are held over eight consecutive weeks. The program is manualised and topics covered include understanding teenager’s behaviour, promoting positive parenting behaviours and assisting teenagers to manage their emotions. Each participant will receive a workbook (Ralph, Mazzucchelli, & Sanders, 2016) outlining key learning principles covered in each session. All sessions will be facilitated by the lead researcher (a postgraduate provisional clinical psychologist) and trained postgraduate clinical psychology students at the University of Queensland. At the completion of the eight-week program, IG participants will complete the post-measures. At 2 months’ post intervention, participants in the IG will then complete the follow-up measures. Intervention adherence will be monitored via participant reported monitoring with monitoring worksheets provided as part of the program. During the 3 phone sessions, researchers will discuss intervention adherence with participants and any difficulties participants may be having with adherence. Intervention fidelity will be ensured as all facilitators will receive training in the program and regular supervision with Associate Professor Kate Sofronoff, and there will be a fidelity checklist for each session. Required improvements in fidelity will be discussed with the supervisor and addressed accordingly.
Sponsors
Associate Professor Kate Sofronoff
Study design
Allocation
Non-randomised trial
Intervention model
Other
Primary purpose
Educational / counselling / training
Masking
Open (masking not used)
Eligibility
Sex/Gender
All
Age
12 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Participants will be parents of teenagers with a Developmental Disability who will be recruited to participate. The sample will consist of parents who have an adolescent child with a developmental disability such as Autism Spectrum Disorder, Down Syndrome, Cerebral Palsy, Attention-Deficit-Hyperactivity Disorder and others. The inclusion criteria include parents who have an adolescent child with a Developmental Disability and that these children be aged between 12 and 18 years old. It is not a requirement that participating families have a two-parent arrangement.
Exclusion criteria
It is a requirement that participants are not participating in other parenting interventions simultaneously.
Outcome results
None listed