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Related Concept Videos

Intellectual Disability01:29

Intellectual Disability

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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Diana Baumrind's four parenting styles — authoritarian, authoritative, neglectful, and permissive — each influence children's socio-emotional development differently.
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Related Experiment Video

Updated: May 21, 2025

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
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Preliminary Evaluation of the Step-by-Step Parenting Program for Expfectant Parents With Intellectual Disabilities.

Maurice A Feldman1, Amanda Cappon2, Kay Corbier3

  • 1Dept. of Applied Disability Studies, Brock University, St. Catharines, Canada.

Journal of Applied Research in Intellectual Disabilities : JARID
|March 21, 2025
PubMed
Summary

The Step-by-Step Parenting Program (SBSPP) successfully trained expectant parents with intellectual disabilities in newborn care skills. Parents maintained custody of their infants for over a year, showing the program

Keywords:
expectant parentsintellectual disabilitiesparenting program

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Area of Science:

  • Parenting education
  • Intellectual disability research
  • Child development

Background:

  • Evaluating the Step-by-Step Parenting Program (SBSPP).
  • Focus on preparing expectant parents with intellectual disabilities for newborn care.

Purpose of the Study:

  • To assess the efficacy of the SBSPP for parents with intellectual disabilities.
  • To determine if trained parenting skills transfer to real-world infant care.

Main Methods:

  • Home-based training over 16-20 weeks with an infant simulator and newborns.
  • Utilized instructions, prompting, modeling, and feedback.
  • Employed multiple baselines across skills and participants.

Main Results:

  • Significant increases in trained parenting skills observed.
  • Skills successfully transferred from infant simulator to newborns.
  • Both parent participants maintained custody of their infants for over one year.

Conclusions:

  • Prenatal parent training shows promise for improving newborn care among parents with intellectual disabilities.
  • The SBSPP may be an effective intervention for this population.
  • Preliminary evidence suggests positive long-term outcomes regarding child custody.