Parent Education for Parents with Cognitive Limitations

描述（由申请人提供）：与为人父母相关的任务可能是压倒性的。大多数父母都有机会获得丰富的书面材料，媒体和基于网络的资源来帮助他们。然而，对于有认知障碍（CL）的父母来说，这些资源通常是不可访问或不可理解的。在全国范围内，对患有CL的父母的专门培训仍然很少，没有州或联邦政府的系统支持。专业人员在三个主要方面没有能力充分支持这些家庭：（1）不确定如何识别患有CL的父母，（2）对如何最好地支持患有CL的父母的知识和理解有限，以及（3）缺乏针对这一群体学习需求的培训材料。如果没有适当的支持，由患有CL的父母领导的家庭中积极的父母和孩子的结果是有限的，严重损害了美国每年由患有CL的母亲出生的120，000多名婴儿的潜在健康发展。因此，有一个严重的公共卫生需要灵活的，适当的和从事家长教育培训材料的家长谁有CL和专业人士支持他们。在第一阶段，我们：开发了一个家长培训计划，我的睡前常规，为专业人士使用与家长谁有CL，进行了可行性评估的程序，并举行了一个小组的社会服务专业人士和风险家长的程序审查。评价结果令人鼓舞。父母参与者建立了睡前常规或改进了他们已经建立的常规，并在睡前与孩子一起经历了更少的压力和更多的乐趣。使用“我的睡前常规”也提高了专业人员提供的支持的数量和质量。我们相信这些第一阶段的结果证明扩大和完成该计划是合理的。我们建议在第二阶段扩大该计划，并使用延迟的治疗对照组设计评估该计划，其中有80对父母和支持专业人员，以评估该计划在以下方面的疗效：1）增加专业人员与患有CL的父母合作的知识，技能和信心，2）增加专业人员向目标父母提供的支持数量，3）提高专业人员与目标家长之间的关系质量，以及4）提高家长在方案主题领域的技能。

DESCRIPTION (provided by applicant): The tasks associated with parenthood can be overwhelming. Most parents have access to a wealth of written materials, media, and web-based resources to assist them. For parents who have cognitive limitations (CL), however, these resources are typically inaccessible or incomprehensible. Specialized training for parents who have CL remains scarce nationwide with no systemic support from state or federal governments. Professionals are ill-equipped to adequately support these families in three major ways: (1) uncertainty about how to identify parents who have CL, (2) limited knowledge and understanding about how to best support parents who have CL, and (3) the lack of training materials geared to the learning needs of this group. Without appropriate support, positive parent and child outcomes in families headed by parents who have CL are limited, seriously compromising the potential healthy development of over 120,000 babies are born in the United States each year to mothers with CL. Thus, there is a serious public health need for flexible, appropriate and engaging parent education training materials for parents who have CL and the professionals supporting them. In Phase I we: developed a parent training program, My Bedtime Routine, for professionals to use with parents who have CL, conducted a feasibility evaluation of the program and held a program review with a panel of social service professionals and at-risk parents. The results of the evaluation were encouraging. Parent participants established bedtime routines or improved their already-established routines, and experienced less stress and more fun with their children at bedtime. Use of My Bedtime Routine also led to improvement in the quantity and quality of professional-provided support. We believe these Phase I results justify expanding and completing the program. We propose to expand the program in Phase II and evaluate the program using a delayed, treatment-control group design with 80 pairs of parents and support professionals to assess the efficacy of the program in: 1) increasing professionals' knowledge, skills and confidence related to working with parents who have CL, 2) increasing the quantity of support offered by professionals to the targeted parents, 3) improving the quality of the relationship between professionals and targeted parents, and 4) improving parents' skills in the program topic areas.