Measuring Parenting Skills: Validating the Skills Assessment for Parents with Intellectual Disability.

PURPOSE: Parents with intellectual disabilities (ID) are overrepresented in the child welfare system. Valid instruments are needed to assess parenting skills in this population. This research evaluates the psychometric properties of the Skills Assessment for Parents with Intellectual Disability (SAPID), an observational instrument completed to assess parents with ID with child welfare involvement. METHOD: All clients enrolled in a prevention program for parents with ID were included in the sample (N = 133). Confirmatory factor analysis was conducted to understand the validity of the SAPID. Predictive validity was assessed by examining change over time with two outcomes: out-of-home placement and program completion. RESULTS: The validated SAPID consisted of three latent constructs: daily life skills, parent-child interaction, and overall safety. Parenting skills across all domains significantly improved for families remaining intact and those completing the program. DISCUSSION: The validated SAPID should be considered for use in assessing parenting skills for those with ID.

Child Welfare Caseworkers and Children with Developmental Disabilities: An Exploratory Study.

Children with developmental disabilities are overrepresented in the child welfare system. Although caseworkers play a key role in ensuring that the special needs of these children are met, little is known regarding caseworkers' knowledge about, exposure to, and comfort with people with developmental disabilities. In this exploratory study, through use of an online anonymous survey, local county caseworkers (N = 251) were asked to self-rate their knowledge, exposure, and comfort levels. Findings indicated caseworker agreement regarding the relevance of having knowledge and training about this population within the child welfare system. Furthermore, caseworkers with more training felt more knowledgeable and comfortable than those with less training. In addition, personal exposure to individuals with developmental disabilities was considered relevant.

Pediatric sleep disorders and special educational need at 8 years: a population-based cohort study.

OBJECTIVES: To examine associations between sleep-disordered breathing (SDB) and behavioral sleep problems (BSPs) through 5 years of age and special educational need (SEN) at 8 years. METHODS: Parents in the Avon Longitudinal Study of Parents and Children reported on children's snoring, witnessed apnea, and mouth-breathing at 6, 18, 30, 42, and 57 months, from which SDB symptom trajectories, or clusters, were derived. BSPs were based on report of ≥ 5 of 7 sleep behaviors at each of the 18-, 30-, 42-, and 57-month questionnaires. Parent report of SEN (yes/no) at 8 years was available for 11049 children with SDB data and 11467 children with BSP data. Multivariable logistic regression models were used to predict SEN outcome by SDB cluster and by cumulative report of SEN. RESULTS: Controlling for 16 putative confounders, previous history of SDB and BSPs was significantly associated with an SEN. BSPs were associated with a 7% increased odds of SEN (95% confidence interval [CI] 1.01-1.15), for each ∼1-year interval at which a BSP was reported. SDB, overall, was associated with a near 40% increased odds of SEN (95% CI 1.18-1.62). Children in the worst symptom cluster were 60% more likely to have an SEN (95% CI 1.23-2.08). CONCLUSIONS: In this population-based longitudinal study, history of either SDB or BSPs in the first 5 years of life was associated with increased likelihood of SEN at 8 years of age. Findings highlight the need for pediatric sleep disorder screening by early interventionists, early childhood educators, and health professionals.