Tel Aviv University, Israel.
Nitzan Israeli Association for Children and Adults With Learning Disabilities, Tel Aviv, Israel.
J Atten Disord. 2020 Mar;24(5):720-736. doi: 10.1177/1087054719864648. Epub 2019 Jul 22.
This study explored manual-based personalized intervention for mothers of children with SLD and/or ADHD, as possibly contributing to (a) mothers' parenting-related emotional/coping resources, (b) family functioning, and (c) child adjustment, compared with a control group of mothers. Participants were 73 mothers of a child formally diagnosed with SLD and/or ADHD ages 7-17. Mothers were assigned to an experimental (n=40) or control (n=33) group. Short-term intervention utilized a three-stage emotion-cognition-behavior model. Pre-post assessments included maternal affective resources (positive/negative affect, parenting stress), maternal coping resources (general coping strategies, coping specifically with diagnosed child's negative emotions), family cohesion/adaptability, and diagnosed child's externalizing/internalizing syndromes. Significant interactions emerged between group (experimental/control) and time (pre/post) for most study variables. Findings clearly revealed the intervention's significant impact. Only the trained mothers demonstrated significant gains over time for most of the maternal, family, and child indices, whereas the untrained mothers did not.
本研究探讨了基于手册的个性化干预措施对患有学习障碍和/或注意力缺陷多动障碍儿童的母亲的影响，这种干预可能有助于：(a) 母亲与育儿相关的情绪/应对资源；(b) 家庭功能；以及 (c) 儿童适应能力，与对照组母亲相比。参与者为 73 名患有正式诊断的学习障碍和/或注意力缺陷多动障碍的 7-17 岁儿童的母亲。母亲被分配到实验组（n=40）或对照组（n=33）。短期干预采用了三阶段情绪-认知-行为模型。预-后评估包括母亲的情感资源（积极/消极情绪、育儿压力）、母亲的应对资源（一般应对策略、专门应对被诊断儿童负面情绪的应对策略）、家庭凝聚力/适应性以及被诊断儿童的外化/内化综合征。大多数研究变量在组（实验组/对照组）和时间（前/后）之间出现了显著的交互作用。研究结果清楚地显示了干预的显著影响。只有受过训练的母亲在大多数母亲、家庭和儿童指标上表现出随着时间的推移而显著的提高，而未经训练的母亲则没有。
