Meta-Analysis
Copyright ©The Author(s) 2023. Published by Baishideng Publishing Group Inc. All rights reserved.
World J Clin Cases. Oct 16, 2023; 11(29): 7082-7090
Published online Oct 16, 2023. doi: 10.12998/wjcc.v11.i29.7082
Meta-analysis on the effectiveness of parent education for children with disabilities
JongSik Jang, Geonwoo Kim, Hyewon Jeong, Narae Lee, Seri Oh
JongSik Jang, Department of Occupatioanl Therapy, Kangwon National University, Gangwon-do, Samcheok 25945, South Korea
Geonwoo Kim, Hyewon Jeong, Narae Lee, Seri Oh, Department of Occupational Therapy, Kangwon National University Graduate School, Gangwon-do, Samcheok 25949, South Korea
Author contributions: Jang J and Oh S wrote the paper; Jang J, Kim G, Jeong H, Lee N and Oh S edited and revised the manuscript.
Conflict-of-interest statement: All the authors declare that they have no conflict of interest.
PRISMA 2009 Checklist statement: The authors have read the PRISMA 2009 checklist and the manuscript has been prepared and revised according to the PRISMA 2009 checklist.
Open-Access: This article is an open-access article that was selected by an in-house editor and fully peer-reviewed by external reviewers. It is distributed in accordance with the Creative Commons Attribution NonCommercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: https://creativecommons.org/Licenses/by-nc/4.0/
Corresponding author: Seri Oh, MS, Lecturer, Department of Occupatioanl Therapy, Kangwon National University Graduate School, No. 346 Hwangjo-gil, Dogye-eup, Gangwon-do, Samcheok 25949, South Korea. dhtpfl247@naver.com
Received: July 3, 2023
Peer-review started: July 3, 2023
First decision: August 10, 2023
Revised: August 24, 2023
Accepted: September 19, 2023
Article in press: September 19, 2023
Published online: October 16, 2023
Processing time: 102 Days and 14.3 Hours
ARTICLE HIGHLIGHTS
Research background

Children with disabilities have delays in various areas, such as cognitive, verbal, and physical, and are often at a specific stage of development because of slow motor development and inexperience in physical coordination.

Research motivation

It is necessary to obtain scientific and objective results to establish the effectiveness of parental education for children with disabilities.

Research objectives

Meta-analysis of parents of children with disabilities is conducted to reveal the impact of parental education on children.

Research methods

Data from 2002 to 2022 were searched using Pubmed, Embase, Web of Science, Directory of Open Access Journals, and Europe PMC. The search terms were “disabled children,” “handicapped children,” “parent education,” “parent training,” and “parent coaching.” Twelve studies were eligible for inclusion in the meta-analysis. The average and standard deviation of the experimental and control groups and the number of samples were analyzed to calculate the effect sizes, and a meta-analysis was conducted using RevMan version 5.4.1. To analyze statistical heterogeneity, a chi-square test was performed to assess the significance of the Q statistic, and a P value of less than 0.10 was considered to indicate statistical heterogeneity.

Research results

A total of 20011 literatures collected from the database were selected according to the criteria for analysis. Twelve articles were included in the final analysis. Five studies of parental depression were included. Heterogeneity was 98%, and the effect size for parental depression was 0.35 [confidence interval (CI): 0.30-0.40], indicating a small but statistically significant effect size. Four papers were published on the effects of parenting on parenting attitudes. Heterogeneity was 100%, and the effect size for parenting attitude was 0.41 (CI: 0.37-0.46), indicating a medium effect size, with the P value showing a statistically significant score. As a result of a meta-analysis targeting parents of children with disabilities, both parenting attitude and parental depression showed significant effect sizes, and E1 face-to-face parental education had a larger effect size than non-face-to-face education. Regarding the parental education methods, face-to-face parental education had a medium effect size [0.57 (CI: 0.52-0.61)], whereas non-face-to-face parental education had a small effect size [0.23 (CI: 0.18-0.28)].

Research conclusions

Future studies based on the results of this study and revealing strong evidence would provide more useful guidelines for parents of children with disabilities.

Research perspectives

Based on the effectiveness of parental education for children with disabilities shown in this study, research on parental education using various diagnostic groups should be conducted in the future.