Coaching mothers of children with sensory integration difficulties: a pre-feasibility collaborative service development
| ISRCTN | ISRCTN14915155 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN14915155 |
- Submission date
- 13/02/2023
- Registration date
- 25/02/2023
- Last edited
- 12/09/2024
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
Sensory processing differences (differences in the way that we process sensation leading to impairment in participation in occupations e.g. self-care, and school skills) are thought to affect approximately 5% of children. Rates are much higher in children with developmental disorders (e.g. autism, attention deficit, and dyspraxia or developmental coordination disorder). We know that sensory processing differences make everyday life harder for children and more stressful for parents. There is a growing understanding of ways to treat children but our knowledge and understanding of intervention with parents are minimal. This study is part of a wider investigation to develop a novel parent intervention to support mothers of children with sensory processing differences. The research has now reached the point whereby the intervention can be designed. The aim of this study is therefore to co-design an online coaching intervention for mothers of children with sensory integration difficulties. The intervention will be delivered by the PhD student Susan Allen who is a qualified occupational therapist with more than 30 years of experience working with children with sensory processing differences and their families. Mothers will actively collaborate in the future design of the program through post-intervention feedback.
Who can participate?
Mothers of children with sensory processing differences aged 5-10 years
What does the study involve?
The intervention group will take place online over a four-week period. Each week the group will gather for 1.5 hours to share their experiences and goal-setting for the following week. The group leader will ask questions to promote envisioning and goal setting. This group will use an approach called Occupational Performance Coaching developed by Dr Fiona Graham. In addition, all participants are offered the opportunity to participate in a What’s app group for questions and mutual support.
There will be before and after assessment questionnaire completion and goal setting through an online interview. All participants are free to withdraw at any time.
What are the possible benefits and risks of participating?
This intervention is one of the first to explore supporting parents of children with sensory processing differences that impact the things that we do every day for example washing, dressing, eating, and socialising. Mothers will gain the opportunity through coaching to work through areas of challenge in everyday tasks and activities that are hampered by their child’s sensory processing challenges. Other studies have shown that this works well with one therapist working with one family. As an online coaching group participants will be in their own chosen environment minimizing physical risk. Mothers are free to withdraw at any time. Should mothers feel that they need additional emotional support beyond the group or safety concerns are raised the clinician involved will signpost them to the appropriate statutory services.
Where is the study run from?
University of Reading, Psychology and Clinical Language Sciences (UK)
When is the study starting and how long is it expected to run for?
January 2021 to October 2022
Who is funding the study?
The Elizabeth Casson Trust (UK)
Who is the main contact?
Susan Allen, s.c.f.allen@pgr.reading.ac.uk
Contact information
Public
University of Reading
Department of Psychology and Clinical Language Sciences
Reading
RG6 6AL
United Kingdom
 ORCID ID |
0000-0002-8634-7632 |
|---|---|
| Phone | +44 (0)7904108912 |
| s.c.f.allen@pgr.reading.ac.uk |
Study information
| Study design | Single-center cohort study |
|---|---|
| Primary study design | Observational |
| Secondary study design | Longitudinal study |
| Study setting(s) | University/medical school/dental school |
| Study type | Treatment |
| Participant information sheet | 43209_PIS.pdf |
| Scientific title | Does a brief group coaching interventions for mothers of children with sensory processing differences impact mother and child outcomes: a pre-feasibility study |
| Study objectives | 1. Brief group coaching does not change the stress levels of mothers of children with sensory processing differences 2. Brief group coaching does not change the sense of competence of mothers of children with sensory processing differences 3. Brief group coaching does not change the perceived performance or satisfaction with child occupations from the perspective of mothers of children with sensory processing differences |
| Ethics approval(s) | Approved 26/10/2021, University of Reading School of Psychology and Language Sciences Research Ethics Committee (School of Psychology and Clinical Language Sciences, Earley Gate, Reading, RG6 6ES, UK; +44 (0)118 378 7106; L.McDermott@reading.ac.uk), ref: 2022-024-FK and 2021-135-FK |
| Health condition(s) or problem(s) studied | Maternal stress and sense of competence and child occupational performance through mothers of children with sensory processing differences |
| Intervention | 1. Occupational Performance Coaching has been described as an effective intervention but only in the context of a one-to-one intervention rather than a group intervention. In the current study, mothers will, in turn, be invited to share the daily participation challenges that they are facing with their children. A problem-solving approach will be facilitated, with the engagement of peer support. Reflective questioning will be utilized to support analysis and identification of alternative strategies for action. Participants will be invited to share their experience of applying and refining strategies as the group progresses. The intervention is over 4 weeks with online sessions of 1.5 hours. 2. Mums WhatsApp group – To encourage ongoing peer support Mums will be offered the choice of participating in a Mums WhatsApp group. The group leader will invite and set up the group and then withdraw at the end of the intervention. Anonymised content will be transcribed with images excluded. It will be introduced to Mums as a potential mechanism of support. Each day from Monday to Friday the group will be checked for content. If any issues of concern are raised the moderator will intervene and signpost the participant to appropriate clinical support. Mothers will be made aware that the WhatsApp group will not be moderated at other times. |
| Intervention type | Behavioural |
| Primary outcome measure | Parent stress is measured using the Parent Stress Index-Short form questionnaire administered one week prior to and one week following the intervention |
| Secondary outcome measures | 1. Parent sense of competence measured using the Parent Sense of Competence questionnaire in the week prior to the intervention and readministered in the week following the intervention. 2. Child occupational performance measured using the Canadian Occupational Performance Measure in the week prior to the intervention and readministered in the one week following the intervention |
| Overall study start date | 01/01/2021 |
| Completion date | 01/10/2022 |
Eligibility
| Participant type(s) | Carer |
|---|---|
| Age group | Adult |
| Sex | Female |
| Target number of participants | 10-12 |
| Total final enrolment | 11 |
| Key inclusion criteria | 1. Mothers of children with sensory processing differences as defined by scores on the sensory processing measure on at least 1 section of 1 standard deviation above mean on the Sensory Processing Measure 2. Child aged 5-10 years old 3. Child sensory processing differences are impacting daily occupations |
| Key exclusion criteria | 1. Other carers 2. Mothers of children who do not have a child with sensory processing differences |
| Date of first enrolment | 27/10/2021 |
| Date of final enrolment | 07/03/2022 |
Locations
Countries of recruitment
- England
- United Kingdom
Study participating centre
Whiteknights Road
Reading
RG6 6AL
United Kingdom
Sponsor information
University/education
Psychology and Clinical Sciences
Reading
RG6 6AL
England
United Kingdom
| Phone | +44 (0)118 378 7539 |
|---|---|
| pclsethics@reading.ac.uk | |
| Website | https://www.reading.ac.uk/pcls/staff/fiona-knott |
"ROR" |
https://ror.org/05v62cm79 |
Funders
Funder type
Charity
Private sector organisation / Trusts, charities, foundations (both public and private)
- Alternative name(s)
- THE ELIZABETH CASSON TRUST, ECT
- Location
- United Kingdom
Results and Publications
| Intention to publish date | 01/03/2024 |
|---|---|
| Individual participant data (IPD) Intention to share | Yes |
| IPD sharing plan summary | Stored in non-publicly available repository, Available on request |
| Publication and dissemination plan | 1. A summary of findings will be shared with participants and recruitment organizations 2. Presentation at professional conference e.g. Royal College of Occupational Therapists Annual Conference 3. Submission to a peer-reviewed journal e.g. Physical and Occupational Therapy in Pediatrics |
| IPD sharing plan | Participants consented to the use of anonymised data for further research within the University of Reading. The anonymised datasets analysed during the current study will be available upon request from Susan Allen (s.c.f.allen@pgr.reading.ac.uk) via the University of Reading for a period of 12 months following publication. |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Participant information sheet | 15/02/2023 | No | Yes | ||
| Basic results | 09/09/2024 | 12/09/2024 | No | No |
Additional files
Editorial Notes
12/09/2024: Basic results uploaded.
06/11/2023: Total final enrolment added.
24/02/2023. Trial's existence confirmed by the University of Reading School of Psychology and Language Sciences Research Ethics Committee.
