Date Presented 04/21/2023
The purpose of this study is to discuss the creation and validation of educational modules to be used as a resource to benefit parents of children with disabilities. Four modules were created, and construct and content validity were obtained.
Primary Author and Speaker: Marie-Claude Touchette
Contributing Authors: Samantha Barber, Elizabeth Elkins, Anne Gleason, Alexis Hansen, Sara Locascio, Caroline Smith
PURPOSE: Parents and caregivers of children with disabilities deal with unique responsibilities, barriers, and challenges, and occupational therapy has a major role in the education of families (Luelmo et al., 2021; Marsack-Topolewski & Grave, 2020; Rosetti et al., 2021). The purpose of this study is to develop evidence-based modules to educate parents of a child with a disability (Alexander & Dunn, 2018) and answer the research question: Do evidence-based online educational modules developed for parents of children with disabilities have construct and content validity?
DESIGN: This study used a construct and content validity design. Three participants were recruited from Chicagoland using a sample of convenience. Participants were allied health and education professionals with over 16 years of experience working with children with disabilities and their families.
METHOD: A literature review was conducted to identify the educational needs of caregivers of children with disabilities. Four online educational modules were then created: IEP, Future Planning, Caregiver Self-Care, and Physical Activity. To establish content validity, participants provided feedback on the content of the modules via an online survey.
RESULTS: The content, resources, and videos embedded in all four modules were deemed credible and current by all participants. Strengths identified included the variety of educational mediums, ease of use, and acknowledgment of caregiver mental health. Suggestions for improvement included providing resources for Spanish-speaking parents, considering the relevance of the Physical Activity module, and including videos in the Caregiver Self-Care module.
CONCLUSION: Parents of children with disabilities lack support and resources which impacts their quality of life and self-efficacy. Construct and content validity of the modules was established, indicating that the modules may be used as a valuable resource for parents of children with a disability.
References
Alexander, K., & Dunn, W. (2018). Program features that support online learning for parents of children on the autism spectrum: a secondary analysis of feasibility trial data. The American Journal of Occupational Therapy, 72(4). https://doi.org/10.5014/ajot.2018.72S1-PO5017
Luelmo, P., & Kasari, C. (2021). Randomized pilot study of a special education advocacy program for Latinx/minority parents of children with autism spectrum disorder. Autism: The International Journal of Research & Practice, 25(6), 1809–1815. https://doi-org.proxy.elmhurst.edu/10.1177/1362361321998561
Marsack-Topolewski, C. N., & Graves, J. M. (2020). “I worry about his future!” Challenges to future planning for adult children with ASD. Journal of Family Social Work, 23(1), 71–85. https://doi-org.proxy.elmhurst.edu/10.1080/10522158.2019.1578714
Rossetti, Z., Burke, M. M., Hughes, O., Schraml-Block, K., Rivera, J. I., Rios, K., Aleman Tovar, J., & Lee, J. D. (2021). Parent Perceptions of the Advocacy Expectation in Special Education. Exceptional Children, 87(4), 438–457. https://doi-org.proxy.elmhurst.edu/10.1177/0014402921994095
