Participatory Peer Research in the Treatment of Young Adults With Mild Intellectual Disabilities and Severe Behavioral Problems. Issue 167 (11th September 2019)

• Record Type: Journal Article
• Authors: Tavecchio, Louis; Van der Helm, Peer; Moonen, Xavier; Assink, Mark; Stams, Geert Jan; Wissink, Inge; Asscher, Jessica
• Editors: Hein, Sascha; Weeland, Joyce
• Is Part Of: New directions for child and adolescent development. Issue 167(2019)
• Page Start: 117
• Page End: 131
• Publication Date: 2019-09-11
• Subjects: Child psychology -- Periodicals; Child development -- Periodicals; Youth -- Psychology -- Periodicals; 305.231
• DOI: 10.1002/cad.20311
• Languages: English
• ISSNs: 1520-3247

Abstract

Abstract: This study provides an illustration of a research design complementary to randomized controlled trial to evaluate program effects, namely, participatory peer research (PPR). The PPR described in current study was carried out in a small sample (N = 10) of young adults with mild intellectual disabilities (MID) and severe behavioral problems. During the PPR intervention, control and feedback to individuals is restored by training them to become participant‐researchers, who collaborate in a small group of people with MID. Their research is aimed at the problems the young adults perceive and/or specific subjects of their interest. The study was designed as a multiple case study with an experimental and comparison group. Questionnaires and a semistructured interview were administered before and after the PPR project. Results of Reliable Change Index (RCI) analyses showed a decrease in self‐serving cognitive distortions in the PPR group, but not in the comparison group. These results indicate that PPR helps to compensate for a lack of adequate feedback and control, and in turn may decrease distorted thinking and thereby possibly later challenging behavior.