Date of Award
Doctor of Education (EdD)
Teaching & Learning
The purpose of this study was to examine the effectiveness of a parent training program, "FACTS," by: (1) increasing the parents' perceived ability to participate in the special education process of their child as an active participant, and (2) lowering the level of stress experienced as they interact with the educational system of their children.
This study involved an experimental group consisting of 26 parents who received the parent training program and a control group consisting of 24 parents who did not receive the parent training program. Both groups completed pre- and post-test measures. The instruments used for this measure included the Parent Coping Inventory and the Multiple Affect Adjective Checklist-Revised (MAACL-R).
An analysis of covariance was completed between the experimental and control groups, adjusting for pre-test differences and looking at post-test adjusted differences. An analysis of covariance was also performed between the experimental and control groups, adjusting for pre-test differences and looking at post-test adjusted differences for each of the seven dimensions of the MAACL-R. Finally, a polynomial trend analysis was performed on those same seven dimensions of the MAACL-R. This analysis was designed to determine if any trends existed among the four measure points within the experimental group.
The parents in the experimental group of this study acquired knowledge and skills as they related to the special education process of their handicapped children. The acquired knowledge and skills as indicated on Factor I of the Parent Coping Inventory revealed an increase in their perceived ability to participate in the special education process indicated by Factor II on the Parent Coping Inventory.
The parents also revealed on the MAACL-R that with acquired knowledge and skills they decreased their feelings of Anxiety and Dysphoria, while increasing feelings of Sensation Seeking and Positive Affect and Sensation Seeking (PASS). Accordingly, the experimental group revealed a greater sense of self-confidence, competency and control over anticipated situations.
In summary, the basic hypothesis is that preparatory knowledge and skills gained through "FACTS" lowered parental stress and contributed to a sense of participation.
Stammen, Mary Carol, "Investigation of Parent Program on Mediating Stress as it Relates to the Special Education Process" (1990). Theses and Dissertations. 1006.