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Home-based teaching: what are we asking of parents?
1Department of Neurology and Developmental Paediatrics, Wolfson Centre, London, England.
Child: Care, Health and Development
|March 1, 1991
Summary
Parents of children with disabilities often struggle to complete home-based therapy sessions due to time constraints and child illness. Professionals should adapt expectations based on individual family circumstances.
Area of Science:
- Developmental Psychology
- Pediatric Therapy
- Family Studies
Background:
- Early intervention services for children with disabilities frequently involve parents in home-based therapeutic activities.
- Parental involvement is often structured into dedicated daily sessions, requiring significant time commitment.
Purpose of the Study:
- To investigate parental adherence to home-based play sessions as part of early intervention for children with disabilities.
- To identify factors influencing parents' ability to conduct prescribed therapeutic play sessions.
Main Methods:
- Parents of young children with disabilities were instructed to conduct play sessions.
- Session completion rates and reasons for missed sessions were recorded.
- Parental demographics and child's disability level were considered in relation to session completion.
Main Results:
- Parents successfully conducted play sessions on 62% of available days.
- Primary barriers to session completion included time limitations and child illness.
- Mothers were more likely to conduct sessions for children with lower ability levels, while fathers were less likely.
Conclusions:
- Parental engagement in home-based interventions is feasible but influenced by practical constraints.
- Service providers should consider individual parental capacity, philosophies, and energy levels when setting expectations for home-based programs.
- Flexible approaches to parental involvement are crucial for effective early intervention in pediatric disabilities.