Feldman M A
Surrey Place Centre, Toronto, Ontario, Canada.
Res Dev Disabil. 1994 Jul-Aug;15(4):299-332. doi: 10.1016/0891-4222(94)90009-4.
Parents with intellectual disabilities (i.e., IQ < 80; mental retardation) are overrepresented in child maltreatment cases and have a variety of parenting skill deficits. Their children are at risk for neglect, developmental delay, and behavioral disorders. This review of parenting education interventions for such parents identified 20 published studies with adequate outcome data. A total of 190 such parents (188 mothers, 2 fathers), with IQs ranging from 50 to 79 were involved. Parenting skills trained included basic child-care, safety, nutrition, problem solving, positive parent-child interactions, and child behavior management. The most common instructional approach was behavioral (e.g., task analysis, modeling, feedback, reinforcement). Overall, initial training, follow-up, and social validity results are encouraging. Generalization and child outcome data are weak. Further research is needed to (a) identify variables associated with responsiveness to intervention, and (b) develop and compare innovative programs that teach parents with cognitive disabilities the necessary generalized skills to demonstrate long-term beneficial effects on their children.
智力残疾（即智商低于80；智力发育迟缓）的父母在虐待儿童案件中占比过高，且存在多种育儿技能缺陷。他们的孩子面临被忽视、发育迟缓及行为障碍的风险。这篇针对此类父母的育儿教育干预措施的综述确定了20项有充分结果数据的已发表研究。共有190名此类父母（188名母亲，2名父亲）参与其中，智商范围为50至79。所培训的育儿技能包括基本儿童护理、安全、营养、问题解决、积极的亲子互动及儿童行为管理。最常见的教学方法是行为教学法（如任务分析、示范、反馈、强化）。总体而言，初始培训、随访及社会效度结果令人鼓舞。泛化及儿童结果数据较为薄弱。需要进一步开展研究，以（a）确定与干预反应性相关的变量，以及（b）开发并比较创新项目，这些项目能教会有认知障碍的父母掌握必要的通用技能，从而对其子女产生长期有益影响。
