Adapting an Internet-Based Parenting Intervention for Parents With Intellectual Disabilities

Preliminary Data and Lessons Learned

Published:

February 21, 2025

Publication:

Infants & Young Children

CLI Authors: 

Kelly A. Vaughn, PhD and Susan H. Landry, PhD

Abstract:

Parents with intellectual and developmental disabilities (IDD) experience a unique set of contextual challenges that may limit the effectiveness of traditional parenting interventions. Identifying effective adaptations to existing evidence-based parenting interventions to address the needs of this vulnerable population is critical for maximizing positive outcomes for parents and children. The current study describes an iterative process of adaptation and revision of the digitally delivered Play and Learning Strategies (ePALS) program. Input from previously conducted focus groups, interviews, and a consultant parent with IDD informed preliminary adaptations to the original ePALS intervention, the efficacy of which was then evaluated with three parent–child dyads via a single-case experimental design. Preliminary data were promising but also illuminated additional implementation barriers related to recruitment and retention, assessment, and skill acquisition within the ePALS program. We discuss our approach for addressing these challenges through additional procedural revisions in preparation for a larger scale randomized controlled trial.

Funding:

This work was supported by the Institute of Education Sciences (R324A200153).

Citation:

Guinness, Kendra E. PhD; Diercks, Catherine PhD; Vaughn, Kelly PhD; Davis, Betsy PhD; Landry, Susan PhD; Feil, Edward G. PhD. Adapting an Internet-Based Parenting Intervention for Parents With Intellectual Disabilities: Preliminary Data and Lessons Learned. Infants & Young Children 38(2):p 107-126, April/June 2025. | DOI: 10.1097/IYC.0000000000000289

DOI:

https://doi.org/10.1097/IYC.0000000000000289