Effectiveness of a Group-Based Program for Parents of Children with Dyslexia

Autor/inn/en	Multhauf, Bettina; Buschmann, Anke; Soellner, Renate
Titel	Effectiveness of a Group-Based Program for Parents of Children with Dyslexia
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 6, S.1203-1223 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9632-1
Schlagwörter	Parents; Children; Dyslexia; Program Effectiveness; Child Rearing; Parent Child Relationship; Stress Variables; Homework; Control Groups; Intervention; Mothers; Questionnaires; Multivariate Analysis; Fathers; Depression (Psychology); Group Therapy; Cognitive Restructuring; Behavior Modification; Learning Disabilities; Parenting Stress Index + Suchen Sie Ihr Suchwort? Eltern; Child; Kind; Kinder; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hausaufgabe; Mother; Mutter; Fragebogen; Multivariate Analyse; Behaviour modification; Verhaltensänderung; Learning handicap; Lernbehinderung
Abstract	Parents of children with dyslexia experience more parenting stress and depressive symptoms than other parents. The purpose of this study was to evaluate the effects of a cognitive-behavioral group-based program for parents of dyslexic children on parenting stress levels, parent-child homework interactions and parental competencies. 39 children with dyslexia and their mothers were randomly assigned either to a cognitive-behavioral-therapy group or a waiting-list control group. The intervention lasted for 3 months. Mothers filled in the Parenting Stress Index and a paper-pencil questionnaire assessing dyslexia specific stress, conflicts in homework situations and competencies in dealing with dyslexia. Assessment took place before, immediately after, and 3 months following intervention. A multivariate analysis of variance revealed overall effectiveness of the program (partial ?[superscript 2] = 0.091), which can be mainly attributed to the reduction of parenting stress and dyslexia specific stress as well as an enhancement of parental competencies. Planned contrasts showed that effects could not be approved directly after the training but 3 months later, indicating a delayed effect. Future studies should examine program effects on mothers and fathers on the basis of a larger representative sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01