Wilson S, McKenzie K, Quayle E, Murray G
School of Health in Social Science, Department of Clinical Psychology, University of Edinburgh, Edinburgh, UK.
Child Care Health Dev. 2014 Jan;40(1):7-19. doi: 10.1111/cch.12023. Epub 2013 Jan 21.
The family support needs of parents with an intellectual disability (ID) are relatively unknown. This paper reviewed two types of intervention for parents with ID: those designed to strengthen social relationships and those teaching parenting skills. A literature search was conducted using electronic databases and a limited number of evaluative studies were found. The evidence for interventions aimed at strengthening social relationships was inconclusive; although positive changes were observed, there were limitations in study design which restricted the generalizability of the results. The evidence for parental skills teaching suggested that behavioural based interventions are more effective than less intensive forms such as lesson booklets and the provision of normal services, although these studies also had limitations. There is a need for further large scale controlled studies in this area to provide clearer evidence and to explore additional factors relating to child, parent and family which may impact on outcomes.
智障父母的家庭支持需求相对不为人知。本文回顾了针对智障父母的两种干预类型：旨在加强社会关系的干预和教授育儿技能的干预。通过电子数据库进行了文献检索，发现了数量有限的评估研究。旨在加强社会关系的干预证据尚无定论；尽管观察到了积极变化，但研究设计存在局限性，限制了结果的普遍性。父母技能教学的证据表明，基于行为的干预比诸如小册子教学和提供常规服务等强度较低的形式更有效，尽管这些研究也有局限性。这一领域需要进一步开展大规模对照研究，以提供更清晰的证据，并探索与儿童、父母和家庭相关的其他可能影响结果的因素。
