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    Process evaluation of a parenting intervention for Pre-schoolers with intellectual disabilities who display behaviours that challenge in the UK

    Ondrušková, T. and Oulton, K. and Royston, R. and Hassiotis, A. and Absoud, M. and Ambler, G. and Qu, C. and Barnes, Jacqueline and Hunter, R. and Panca, M. and Kyriakopoulos, M. and Paliokosta, E. and Sharma, A. and Slonims, V. and Summerson, U. and Sutcliffe, A. and Thomas, M. (2024) Process evaluation of a parenting intervention for Pre-schoolers with intellectual disabilities who display behaviours that challenge in the UK. Journal of Applied Research in Intellectual Disabilities , ISSN 1360-2322. (In Press)

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    Abstract

    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.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): Intellectual Disabilities, Children, Randomised Controlled Trial, Parenting Intervention, Process Evaluation, Challenging Behaviour, Stepping Stones Triple P
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
    Depositing User: Administrator
    Date Deposited: 12 Jun 2024 17:01
    Last Modified: 17 Jul 2024 00:10
    URI: https://eprints.bbk.ac.uk/id/eprint/53685

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