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Published on: June 20, 2020

The effects of a home-based intervention for young children with intellectual disabilities in Vietnam

J Y Shin1, N V Nhan, S-B Lee

  • 1Department of Psychology, Hofstra University, Hempstead, New York, USA. Jin.Y.Shin@hofstra.edu

Journal of Intellectual Disability Research : JIDR
|March 25, 2009
PubMed

Insights

A 1-year parent-led intervention significantly improved adaptive behaviors in Vietnamese children with intellectual disabilities (ID). The program showed promise for children

Area of Science:

  • Developmental Psychology
  • Special Education
  • Global Health

Background:

  • Investigated the impact of a 1-year intervention for children with intellectual disabilities (ID) in Vietnam.
  • Focused on preschool-aged children (3-6 years).

Purpose of the Study:

  • To examine the effectiveness of a parent-training intervention for children with ID in Vietnam.
  • To assess improvements in adaptive behaviors and motor skills.

Main Methods:

  • 30 preschool-aged children with ID were divided into intervention (16) and control (14) groups.
  • Intervention involved parent training based on the Portage Curriculum, with teacher modeling and coaching during home visits.
  • Utilized weekly home visits for parent coaching and child interaction.

Main Results:

  • Children in the intervention group showed significant improvements in most adaptive behavior domains.
  • The intervention group outperformed the control group in personal care and motor skills.
  • Vineland Adaptive Behavior Scales were used for pre-, mid-, and post-intervention assessments.

Conclusions:

  • The parent-led intervention demonstrated promising results for enhancing adaptive behaviors in children with ID.
  • Findings offer insights into developing effective disability programs in developing countries.
  • Highlights the importance of parent involvement and tailored curricula for early intervention.
Abstract

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