A scoping review of parental roles in rehabilitation interventions for children with developmental delay, disability, or long-term health condition. (April 2021)

• Record Type: Journal Article
• Authors: Smith, Katherine A.; Samuels, Alecia E.
• Is Part Of: Research in developmental disabilities. Volume 111(2021)
• Publication Date: 2021-04
• Subjects: Rehabilitation -- Intervention -- Parental role -- Child -- Developmental delay -- Long-term health condition -- Disability -- Involvement -- Engagement; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2021.103887
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: There are a range of distinct types of roles that parents could potentially take on in their child's rehabilitation interventions. The parent-professional relationship seems to influence the type of roles that parents take on in their child's intervention. The type of roles that parents adopt in their child's intervention seem to influence parental engagement. Parental roles can be placed on a continuum of passive to active tasks and responsibility. Abstract: The importance of parental roles in rehabilitation interventions (i.e. the tasks and responsibilities assigned to parents in intervention) is widely reported but there is a paucity of information regarding the tasks linked with specific parental roles. A rigorous scoping review was conducted to understand the various roles that parents of children with developmental delays, disabilities, and long-term health conditions perform in intervention and the tasks and responsibilities associated with each role. The results confirm that parents take on distinct intervention roles which can be placed on a continuum from passive to active responsibility. Some parental roles are clearly associated with tasks completed in-session, some are linked with out-of-session tasks while others entail a combination of in-and out-of-session tasks. The in-session tasks linked with the Learner role emerged as central to enabling parents to assume other in-and out-of-session roles. The results also highlight the influence of the parent-professional relationship on the type of roles parents take on in their child's intervention. The findings of the scoping review serve as the initial step in generating items for a tool to measure the type of roles that parents assume in intervention to empirically test the relationship between these roles and parental engagement.