Effects of Parent Training Facilitated by Elementary School Teachers for Parents of Children with Developmental Disabilities: Changes in Parenting Attitudes, Behavioral Problems, and Quality of Life

Objective: This study aimed to evaluate the effectiveness of a parent training (PT) program led by a team of elementary school teachers for parents of children with developmental disabilities. The study focused on improving the children’s Quality of Life (QOL) and behavioral problems, as well as enhancing the parents' nurturing attitudes.

Methods: In this single-arm pre–post study (without a control group), the participants comprised 32 parents of children enrolled in special education classes in a local community. The intervention followed a blended learning model, consisting of four face-to-face sessions, on-demand videos, and online training. Pre- and post-intervention assessments were conducted using the SDQ, KINDL, and PNPS. The final analysis was limited to 23 participants who attended all sessions.

Results: Regarding behavioral problems, the SDQ "Total Difficulties Score" showed significant improvement. In terms of QOL, significant enhancements were observed in the "Self-esteem" and "Family" subscales of the KINDL. For parenting attitudes, the "Involvement/Monitoring" factor of the PNPS improved. Additionally, the program received high ratings for social validity.

Conclusion: The findings suggest that a PT model delivered by local school teachers can be an effective support system. However, this study is limited by its small sample size and the absence of a control group. Future research should include larger samples and longitudinal follow-up sessions to evaluate the long-term maintenance of these effects.