Research in developmental disabilities · 2025
Supporting young siblings of children with intellectual disabilities and/or visual impairments with the serious game 'Broodles': A mixed methods randomized controlled trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод пока не подготовлен
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Veerman Linda K M, Willemen Agnes M, Derks Suzanne D M, Brouwer-van Dijken Anjet A J, Sterkenburg Paula S
Аннотация
BACKGROUND: Siblings of children with neurodevelopmental conditions experience conflicting emotions and have an increased risk of mental health problems. Several sibling interventions have been developed, but few are readily available, leaving many siblings unsupported. Therefore, the free, online, self-administered sibling serious game 'Broodles' was developed. This study assessed its social validity and effectiveness in promoting quality of life, and inter- and intrapersonal factors in siblings (6-9 years) of children with intellectual disabilities and/or visual impairments.
METHODS: A mixed methods, waitlist control group, randomized controlled trial was conducted. In total, 107 Dutch or Belgian parent-child dyads completed questionnaires at three timepoints (baseline, one-month post-test, two-month follow-up). The intervention group also completed post-test interviews. Effects were assessed using multilevel modelling, and thematic analysis was applied to the evaluations.
RESULTS: Significant, weak interaction effects (R² = .03-.06) were found on sibling negative adjustment, but only in those who completed ≥ 75 % of the game and followed the study timeline. Regardless of group, (very) small, significant improvements over time were found on several outcomes (R² = .01-.06). 'Broodles' was experienced as fun (80 %) and helpful (79 %). Perceived learning outcomes included the themes: 'sibling awareness and validation', 'emotions and needs', 'coping with emotions and situations' and 'family interactions'.
CONCLUSION: Although quantitative data showed small effects, qualitative data revealed a variety of learning outcomes which can contribute to siblings' resilience, and prevention of mental health problems. To unlock its full potential, future studies should examine if additional family-targeted components can enhance the intervention's impact.
METHODS: A mixed methods, waitlist control group, randomized controlled trial was conducted. In total, 107 Dutch or Belgian parent-child dyads completed questionnaires at three timepoints (baseline, one-month post-test, two-month follow-up). The intervention group also completed post-test interviews. Effects were assessed using multilevel modelling, and thematic analysis was applied to the evaluations.
RESULTS: Significant, weak interaction effects (R² = .03-.06) were found on sibling negative adjustment, but only in those who completed ≥ 75 % of the game and followed the study timeline. Regardless of group, (very) small, significant improvements over time were found on several outcomes (R² = .01-.06). 'Broodles' was experienced as fun (80 %) and helpful (79 %). Perceived learning outcomes included the themes: 'sibling awareness and validation', 'emotions and needs', 'coping with emotions and situations' and 'family interactions'.
CONCLUSION: Although quantitative data showed small effects, qualitative data revealed a variety of learning outcomes which can contribute to siblings' resilience, and prevention of mental health problems. To unlock its full potential, future studies should examine if additional family-targeted components can enhance the intervention's impact.