The effectiveness of behavioral parenting program training on improving the parent -child relationship of mothers with children with learning disabilities

Abstract

Background and Aim: Learning problems are undeniable facts that can be seen in all societies and cultures. The purpose of this study was to determine the effectiveness of behavioral parenting program training on improving the parent-child relationship of mothers with children with learning disabilities. Methods: The current research was semi-experimental with experimental and control groups and a pre-test and post-test design. The statistical population consisted of mothers with children with learning disabilities aged 7 to 10 years who referred to the Minodasht Education Counseling Center. 20 students were selected purposefully and using the random replacement method in two groups of 10 people (10 people in the experimental group and 10 people in the control group) were placed. Parent-child relationship questionnaire will be conducted under the supervision of the researcher for both experimental and control groups. Subsequently, the mothers of the experimental group were exposed to 8 sessions of behavioral education in a group (psycho-educational sessions), and at the end of the sessions, the questionnaires were repeatedly performed by the mothers of both groups. For analyzing the obtained data, descriptive statistics and repeated measures variance analysis were used. Results: The results showed that behavioral skills training to mothers significantly increased the level parent-child relationship (P=0/001).  Conclusion: Based on the findings, it can be concluded that teaching parenting program in a behavioral way to mothers improves the parent-child relationship in students with learning disabilities.

Background and Aim: Learning problems are undeniable facts that can be seen in all societies and cultures. the purpose of this study was to determine the effectiveness of behavioral parenting program training on improving the parent-child relationship of parents with learning disabilities.  Methods: The current research was semi-experimental with experimental and control groups and a pre-test and post-test design. The statistical population consisted of mothers with children with learning disabilities aged 7 to 10 years who referred to the Minodasht Education Counseling Center. 20 students were selected purposefully and using the random replacement method in two groups of 10 people (10 people in the experimental group and 10 people in the control group) were placed. Parent-child relationship questionnaire will be conducted under the supervision of the researcher for both experimental and control groups. Subsequently, the mothers of the experimental group were exposed to 10 sessions of behavioral education in a group (psycho-educational sessions), and at the end of the sessions, the questionnaires were repeatedly performed by the mothers of both groups. For analyzing the obtained data, descriptive statistics and repeated measures variance analysis were usedResults: The results showed that behavioral skills training to mothers significantly increased the level parent-child relationship (P=0.001).  Based on the findings, can be concluded that parental-child relationship management can improve in students with reading disability.Conclusion: Based on the findings, it can be concluded that teaching parenting program in a behavioral way to mothers improves the parent-child relationship in students with learning disabilities