Effectiveness of Online Information and Support Services on the Education of Parents of Children with Intellectual Disability

Cavkaytar A., Ceyhan E., Adıgüzel O. C., Uysal H. H.

DIVISION ON AUTISM AND DEVELOPMENTAL DISABILITIES ONLINE JOURNAL, cilt.1, sa.1, ss.146-153, 2014 (Hakemli Dergi)

Özet

Abstract: The purpose of this study is to determine effectiveness of online informing and supportservices on the education of parents who have children with intellectual disability. Theinvestigators sought answers to these questions: (a) does E-FISEP lead to significant differencesin knowledge levels of parents who have children with intellectual disability? and (b) does E-FISEP lead to significant differences in perception levels of quality of life, self-efficacy, andsocial support of parents who have children with intellectual disability? Effectiveness of E-FISEP was tested with a pretest-posttest control group experimental research design in whichparents who have children with moderate and severe intellectual disabilities participated. Thisstudy used the knowledge test, the scale of quality of family life, the self-efficacy scale, and thesocial support scale. Results showed that Family Information and Support Education Programled to significant differences in parents’ knowledge levels, self-efficacy perceptions, andperceptions of information support, which is a subscale of the social support scale. However, theinvestigators found E-FISEP did not lead to significant differences in perceptions of quality offamily life, perceived social support scores, and scores of satisfaction from perceived socialsupport, which the second dimension of the updated parent social support scale. Theinvestigators also identified E-FISEP as not effective on perceptions of quality of family life.Therefore, the conclusion is that E-FISEP: Family Information and Support Education Programis effective on developing knowledge levels and on social support perceptions related toobtaining information and self-efficacy perceptions of parents who have children withintellectual disability.

Abstract: The purpose of this study is to determine effectiveness of online informing and supportservices on the education of parents who have children with intellectual disability. Theinvestigators sought answers to these questions: (a) does E-FISEP lead to significant differencesin knowledge levels of parents who have children with intellectual disability? and (b) does E-FISEP lead to significant differences in perception levels of quality of life, self-efficacy, andsocial support of parents who have children with intellectual disability? Effectiveness of E-FISEP was tested with a pretest-posttest control group experimental research design in whichparents who have children with moderate and severe intellectual disabilities participated. Thisstudy used the knowledge test, the scale of quality of family life, the self-efficacy scale, and thesocial support scale. Results showed that Family Information and Support Education Programled to significant differences in parents’ knowledge levels, self-efficacy perceptions, andperceptions of information support, which is a subscale of the social support scale. However, theinvestigators found E-FISEP did not lead to significant differences in perceptions of quality offamily life, perceived social support scores, and scores of satisfaction from perceived socialsupport, which the second dimension of the updated parent social support scale. Theinvestigators also identified E-FISEP as not effective on perceptions of quality of family life.Therefore, the conclusion is that E-FISEP: Family Information and Support Education Programis effective on developing knowledge levels and on social support perceptions related toobtaining information and self-efficacy perceptions of parents who have children withintellectual disability.

 

 

Abstract: The purpose of this study is to determine effectiveness of online informing and supportservices on the education of parents who have children with intellectual disability. Theinvestigators sought answers to these questions: (a) does E-FISEP lead to significant differencesin knowledge levels of parents who have children with intellectual disability? and (b) does E-FISEP lead to significant differences in perception levels of quality of life, self-efficacy, andsocial support of parents who have children with intellectual disability? Effectiveness of E-FISEP was tested with a pretest-posttest control group experimental research design in whichparents who have children with moderate and severe intellectual disabilities participated. Thisstudy used the knowledge test, the scale of quality of family life, the self-efficacy scale, and thesocial support scale. Results showed that Family Information and Support Education Programled to significant differences in parents’ knowledge levels, self-efficacy perceptions, andperceptions of information support, which is a subscale of the social support scale. However, theinvestigators found E-FISEP did not lead to significant differences in perceptions of quality offamily life, perceived social support scores, and scores of satisfaction from perceived socialsupport, which the second dimension of the updated parent social support scale. Theinvestigators also identified E-FISEP as not effective on perceptions of quality of family life.Therefore, the conclusion is that E-FISEP: Family Information and Support Education Programis effective on developing knowledge levels and on social support perceptions related toobtaining information and self-efficacy perceptions of parents who have children withintellectual disability.