Dissertation
Effects of a collaborative intervention process for children with disabilities on parent-therapist interaction, parent empowerment, and child performance
Doctor of Philosophy (Ph.D.), Drexel University
Aug 2016
DOI:
https://doi.org/10.17918/etd-7627
Abstract
Despite research supporting family-professional collaboration, strategies and processes that optimize collaboration are limited. The aims of this research were to determine 1) whether interactions between parents and therapists who are instructed on the collaborative intervention process differ from interactions between parents and therapists in the comparison group, 2) whether the collaborative intervention process improves parent empowerment and child performance, and 3) describe parents and therapists experiences. Participants were 18 children with physical disabilities, their mothers, and 16 physical therapists. Therapists randomized to the experimental group were instructed in the collaborative intervention process. Each family-therapist dyad participated in 6 weekly sessions. Four sessions were videotaped and combined (1st and 2nd for planning, 3rd and 5th for implementation) to code parent-therapist interactions using Response Class Matrix. Outcomes were measured using the adapted Family Empowerment Scale (FES) and Canadian Occupational Performance Measure (COPM). A questionnaire was completed by parents and therapists to rate and describe their experiences. Therapists in the experimental group demonstrated higher frequency of 'seeking information' (p<.01), 'giving information' (p<.05), 'positive behavior' (p<.01) and lower frequency of 'child-related behavior' (p<.001) than therapists in the comparison group during planning and implementing intervention. Parents in the experimental group demonstrated a higher frequency of 'giving information' than parents in the comparison group (p<.01) during planning and implementing intervention. Mean scores on the FES (p<.05) and COPM (p<.001) increased after intervention for both groups, however, there was no between group difference (p>.05). Effect sizes for change in child performance and satisfaction with performance on the COPM were .73 and 1.08 respectively, favoring the experimental group. Parents in the experimental group felt more confident in carrying out activities during daily routines (p=.011) and perceived they worked together with therapists to a greater extent than parents' in the comparison group (p=.014). Parents in both groups perceived setting an activity goal was most beneficial. Findings show that parents and therapists instructed in the collaborative intervention process interacted more with each other, whereas parents and therapists in the comparison group focused more on the child. Findings also emphasize the importance of shared goal setting for children's activities.
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Details
- Title
- Effects of a collaborative intervention process for children with disabilities on parent-therapist interaction, parent empowerment, and child performance
- Creators
- Mihee An - DU
- Contributors
- Robert J. Palisano (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Philosophy (Ph.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 155 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- College of Nursing and Health Professions; Drexel University; Physical Therapy (and Rehabilitation Sciences)
- Other Identifier
- 7627; 991014632581704721