Assessing Parental Stress and Self-Efficacy: A Multisite Feasibility Study of Parent-Mediated Physical Activity Interventions for Children with Developmental Disabilities

Authors

Luis Columna, University of Wisconsin
Scott McNamarra, University of New Hampshire
Beth A. Myers, Syracuse University
Nienke Dosa, SUNY Upstate Medical University
Ashlyn Barry, University of Wisconsin
Kristi Roth, University of Wisconsin-Stevens Point
Christine E. Ashby, Syracuse University
Byungmo Ku, Yong-In University
Timothy Davis, State University of New York-Cortland
Nikkia Borowski, Syracuse University
Lisa M. Hooper, University of Northern Iowa

Comments

First published in Health Promotions Perspectives, v14 i4 (Dec 2024) published by TUOMS Press. DOI: https://doi.org/10.34172/hpp.43108

Document Type

Article

Publication Version

Published Version

Keywords

Behavioral changes, Developmental disabilities, Education, Nonprofessional, Health behavior, Online systems, Physical activity, Programmed instructions as topic, Teaching materials

Journal/Book/Conference Title

Health Promotion Perspectives

Volume

14

Issue

4

First Page

350

Last Page

359

Abstract

Background: Children with developmental disabilities often face barriers to engaging in physical activity (PA), impacting their health and quality of life. Parent-mediated interventions (PMIs) have shown promise to reduce these barriers, but little research explores online PMIs for parents of children with developmental disabilities. Thus, the purpose of this study was to assess the feasibility and impact of a multi-site collaborative online parent-mediated PA intervention on stress levels and self-efficacy among parents of children with developmental disabilities over a 12-week period.

Methods: Participants (n=55) were parents of children with developmental disabilities, randomly assigned to intervention (n=27) or control (n=28) groups.

Results: Recruitment rate was 58%, with an 80% retention rate. The feasibility of online delivery was demonstrated, allowing participation from various locations. An analyses of covariance (ANCOVA) with parental sex and education level as covariates revealed no significant interaction effect between group and time for parenting self-efficacy score (PSE), F(1, 104)=0.118, P=0.732, or PSI, F(1, 104)=0.196, P=0.659. The mean PSI difference (pre-post) was -0.38 (CI: -10.57 to 9.80) for the experimental group and 2.64 (CI: -9.61 to 14.91) for the control group, while the mean PSE difference was -4.41 (CI: -29.33 to 20.49) and 4.75 (CI: -23.22 to 32.73), respectively.

Conclusion: Future research should explore the integration of hybrid PMIs in conjunction with qualitative measures to facilitate a deeper understanding of the multifaceted factors influencing parental engagement in PA interventions for children with developmental disabilities.

Department

Center for Educational Transformation

Original Publication Date

12-30-2024

Object Description

1 PDF File

DOI of published version

10.34172/hpp.43108

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Copyright

©2024 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Language

en

File Format

application/pdf

Recommended Citation

Columna, Luis; McNamarra, Scott; Myers, Beth A.; Dosa, Nienke; Barry, Ashlyn; Roth, Kristi; Ashby, Christine E.; Ku, Byungmo; Davis, Timothy; Borowski, Nikkia; and Hooper, Lisa M., "Assessing Parental Stress and Self-Efficacy: A Multisite Feasibility Study of Parent-Mediated Physical Activity Interventions for Children with Developmental Disabilities" (2024). Faculty Publications. 6769.
https://scholarworks.uni.edu/facpub/6769