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Process evaluation of a parenting intervention for pre-schoolers with intellectual disabilities who display
Tamara Ondrušková1, Kate Oulton2, Royston Royston1
1Division of Psychiatry, University College London, London, UK.
Insights
Stepping Stones Triple P (SSTP) effectively manages challenging behaviors in young children with intellectual disabilities. However, ensuring adequate intervention dosage and equitable access across services requires further attention.
Area of Science:
- Child Psychology
- Developmental Disabilities
- Intervention Science
Background:
- Stepping Stones Triple P (SSTP) is a parent-mediated intervention for challenging behaviors in children (30-59 months) with moderate to severe intellectual disabilities.
- Implementation in the UK was evaluated to understand its process.
Purpose of the Study:
- To comprehensively understand the implementation of SSTP in the UK.
- To assess intervention fidelity, dose, reach, delivery adaptations, and acceptability.
Main Methods:
- Process evaluation incorporating stakeholder views.
- Analysis of intervention fidelity, dose, reach, delivery adaptations, and acceptability.
Main Results:
- High fidelity and quality of SSTP delivery were reported.
- Parents found SSTP valuable, increasing confidence and understanding of child behaviors.
- Only 30% of families received adequate intervention dose; some parents felt abandoned by standard care.
- Service managers highlighted the need for resources and therapist training.
Conclusions:
- SSTP effectively supports the management of early-onset challenging behaviors.
- Equitable access to SSTP across health and social care services needs improvement.
Background:
Stepping Stones Triple P (SSTP) is a complex parent-mediated intervention aimed to reduce behaviours that challenge in children with moderate to severe intellectual disabilities, aged 30-59 months.
Methods:
To formulate a comprehensive understanding of SSTP implementation in the UK, we conducted a process evaluation collecting stakeholder views and considering intervention fidelity, dose, reach, delivery adaptations, and acceptability.
Results:
Fidelity and quality of delivery ratings were high. Parents perceived SSTP as valuable, reporting increased parental confidence and understanding of the child's behaviours. However, only 30% of families received an adequate dose of the intervention. Parents who only received treatment as usual described feeling abandoned by current services. Service managers emphasised the importance of availability of resources and therapist training for successful intervention delivery.
Conclusions:
SSTP supports effective management of early-onset behaviours that challenge. Further work is needed to ensure equitable access to the intervention across health and social care services.
Trial Registration:
NCT03086876 - https://www.
Clinicaltrials:
gov/ct2/show/NCT03086876?term=Hassiotis+Angela&draw=1&rank=1.
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