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Objectives
Parental behavior plays an important role in child development. Given inconsistent findings in the literature related to parental behaviors or parents of children with autism spectrum disorder (ASD) and those without, the purpose of this study was to conduct a meta-analysis to examine whether parenting behavior differences existed betwee...
Citations
... Similar findings were reported in Mohammadi and Zarafshan (2014). Ku et al. (2019) suggested that parents may exert more control over a child with autism since they exhibit communication and socialisation-related disabilities. In contrast, Sealy et al. (2023) did not find differences in parenting styles towards typically developing children and children with hearing impairments in their study. ...
Cilj je ovoga rada dati narativni pregled istraživanja roditeljskih stilova i ponašanja prema djeci tipičnog razvoja sa sestrom/bratom s teškoćama u razvoju. U radu je prikazan model roditeljskih stilova i dimenzije koje opisuju roditeljska ponašanja te njihove odrednice. Definiran je konstrukt nejednakog roditeljskog tretmana i opisana su istraživanja njegove povezanosti s razvojnim ishodima kod djece. U drugom dijelu rada prikazan je detaljan pregled spoznaja o nejednakom roditeljskom tretmanu u obiteljima s djetetom s teškoćama u razvoju. Pregled istraživanja upućuje da se u obiteljima s djetetom s teškoćom u razvoju često javlja nejednak roditeljski tretman, koji se iskazuje u doživljaju djece tipičnog razvoja da im roditelji ne posvećuju jednako pažnje i vremena kao sestrama/braći s teškoćama u razvoju, u angažmanu djece tipičnog razvoja oko skrbi za sestru/brata s teškoćama u razvoju te u manjku autonomije koji osjećaju djeca tipičnog razvoja. Nejednak roditeljski tretman u tim obiteljima povezan je s kvalitetom sestrinsko/bratskog odnosa, kao i s razvojem internaliziranih i eksternaliziranih problema kod djece tipičnog razvoja. U radu su prikazana i ograničenja klasičnih teorija i dosadašnjih istraživačkih nacrta, a koja se odnose na zanemarivanje dvosmjernog utjecaja roditeljskih stilova i ponašanja te ponašanja djeteta, kao i na nesklad između teorijskih koncepata i načina mjerenja konstrukata. Na kraju rada istaknute su smjernice za buduća istraživanja te kako postojeće spoznaje mogu pridonijeti programima podrške roditeljstvu djece s i bez teškoća u razvoju.
... Several studies also investigated the relationship between autistic traits and parental practices, pointing to inconsistent findings. On the one hand, findings suggest that parental sensitivity, warmth behavior, responsiveness, and mutually sustained play did not significantly differ between parents of children with ASD and those without or with other difficulties (Baker et al., 2010;Kasari et al., 1988;Ku et al., 2019). On the contrary, Blacher and colleagues (2013) revealed that mothers of children with ASD engaged in more negative parental behaviors compared to mothers of typically developing children. ...
... Specifically, increased severity adversely affected communication, emotional expression, responsivity, and mood (Beurkens et al., 2013). Importantly, a recent metaanalysis proposed that what seems to differ between parents of children with ASD compared to parents of children without ASD is the level of parental control and negativity dimensions (i.e., aversion, hostility, and overt communication of negative feelings) (Ku et al., 2019). Despite the inconsistency between results, one factor was stable and affected in the same way parents of children with ASD and autistic traits -parental distress. ...
... A possible explanation for the lack of association can be derived by the level of severity. Previous studies have highlighted that the level of severity of ASD and autistic traits is a crucial factor -since increased levels of severity lead to more severe communication and emotional expression deficits (Beurkens et al., 2013;Hoffman et al., 2009;Ku et al., 2019). In the current study, we used a community instead a clinical sample (i.e. ...
Parental practices and stress are associated with both CU and autistic traits, with parents of children with these traits facing challenges that other parents do not encounter. However, the majority of available studies focused mainly on the unique effects of CU and autistic traits with parental stress and practices without exploring their interaction. The current study examines the distinct associations and interactions between CU and autistic traits with parental practices (parental involvement, poor monitoring, inconsistent discipline, and corporal punishment), care, and distress after considering the effect of conduct problems (CPs), age and sex in a Greek-Cypriot sample ( N = 146, M age = 7.30, SD = 1.43). Hierarchical multiple regression analysis revealed that children with CU traits were more likely to experience negative parenting, while parents showed heightened levels of distress. Notably, the study found no association between CU traits and positive parental practices. Further analysis indicated no significant relation between autistic traits and interactions with the target variables, signifying that these traits are not associated with difficulties in parenting and distress. No sex differences were found in all analyses. Age was negatively significant only in relation to parental distress These findings provide valuable insights into the impact of CU traits and underscore the need for additional studies investigating the impact of autistic traits, possibly within clinical samples.
... Notably, differential maternal sensitivity can arise within families based on child factors, such as birth weight, underscoring the combined role of child attributes and contextual elements (Browne et al., 2018). Additionally, the relationship between sensitivity and behavioral concerns in children with developmental differences, like autism, warrants more attention considering the unique challenges these families encounter (Ku et al., 2019). ...
... It has been suggested that this divergence may be explained by the fact that several subcategories exist within the Parental control dimension and that not all studies would assess the same subcategories (Lambrechts et al., 2015). In their meta-analysis, Ku et al. (2019) did not find any significant difference between parents of children with ASD and parents of NT children in terms of parental support. However, the number of control behaviours (e.g., parental commands, parental intrusiveness) and negative behaviours (e.g., non-confirming response, mutual negativity) towards the child were higher in parents of children with ASD . ...
... Among hypothesis that might account for this low contribution of parental warmth, one that can be ruled out, would be that that parents of children with ASD display less behaviours indicative of Parental warmth (e.g., reassuring gestures or complimentary vocalisations). Indeed, the meta-analysis by Ku et al. (2019) demonstrated that parents of children with ASD and parents of NT children do not differ in Parental warmth or supportive behaviours. In addition, other authors such as Maljaars et al. (2014) report more positive parenting behaviours in parents of children with ASD. ...
Objective
Parents of children with Autism Spectrum Disorder (ASD) have parenting styles that differ from parents of typically developing children. Integration of a service dog (SD) at home has been demonstrated as having multiple effects within families of children with ASD. Our aims were to investigate if (a) specific parenting styles can be identified during parents’ interactions with their child with ASD using ethological methods, and (b) integration of a SD have an effect on these styles.
Methods
Behavioural coding was performed on videos recorded at home by 20 parents of 6-12-years old children with ASD before SD integration. Parents were asked to record themselves and their child while making a puzzle. 14 parents performed a second similar recording 3-6 months after SD integration. Data were analysed using Principal Component Analysis, Hierarchical Cluster Analysis and non-parametric tests.
Results
Three parenting styles emerged: Parents Involved in the Task (PIT), Parents Relaxed in the Interaction (PRI), and Parents Disengaged from the Interaction (PDI). PIT were characterised as more controlling and verbally focused on the activity. PRI were less controlling and talk about things other than the activity. The same applied to PDI, except that they were less warm in their interactions. Analysis performed after SD integration revealed that these groups also diverged in the evolution of certain behaviours.
Conclusion
This study is the first to demonstrate that behavioural observations can highlight different parenting styles in caregivers of children with ASD, and that the integration of a SD has effects on these styles, with variation according to parents’ style prior to SD integration. Indeed, a decrease in activity control behaviours was observed in parents with an initial profile characterise by higher expression of such behaviours (i.e., PIT), while an increase of those behaviours was observed in parents initially with an initial profile characterise by a weaker expression of such behaviours (i.e., PRI). Interestingly, the last profile characterized by less engagement in the interaction and activity (i.e., PDI) did not seem to show significant changes.
... Após o diagnóstico de TEA diversas outras demandas se apresentam, como busca de tratamento para a criança, comunicação do diagnóstico aos membros da família alargada, busca sobre informações sobre o transtorno, acionamento de rede de apoio social e necessidade de aquisição de repertório para o manejo das situações quotidianas (Constantinidis et al., 2018;Liu et al., 2023). Todas essas demandas práticas, somadas ao impacto psicológico produzido pelo diagnóstico de TEA, podem acarretar sobrecarga nos cuidadores e elevar seus níveis de estresse (Christmann et al., 2017;Hayes & Watson, 2013;Liu et al., 2023;Miele & Amato, 2018;Schmidt & Bosa, 2007 (Hayes & Watson, 2013;Ku et al., 2019;Liu et al., 2023;Milgram & Atzil, 1998;Schmidt & Bosa, 2007). ...
... Muitos estudos já apresentaram a alta prevalência de estresse em pais de crianças com TEA e o efeito moderador da rede de apoio social (Faro et al., 2019;Ku et al., 2019;Liu et al., 2023) ...
... O objetivo em nosso estudo foi avaliar possíveis associações entre estresse, rede social de apoio e crenças e práticas de cuidado/estimulação adotadas por mães de crianças com TEA. Encontramos alta prevalência de estresse entre as mães avaliadas, resultado que é corroborado por estudos anteriores (Christmann et al., 2017;Havert, 2023;Hayes & Watson, 2013;Ku et al., 2019;Liu et al., 2023 (Havert, 2023;Liu et al., 2023;Nunes & Santos, 2010;Siklos & Kerns, 2006). Essa realidade aponta para uma distribuição desigual das responsabilidades de cuidado, onde as mães de crianças com TEA frequentemente enfrentam uma carga maior em termos de cuidados e menor tempo disponível para trabalho remunerado, atividades de lazer ou autocuidado. ...
Contexto: Estudos anteriores indicam alta prevalência de estresse em pais de crianças com Transtorno de Espectro do Autismo (TEA) e impacto moderador da rede de apoio social. No entanto, poucos investigaram a relação entre essas variáveis e as crenças e práticas parentais no cuidado e estimulação de crianças com TEA. Objetivo: Avaliar associações entre estresse, rede social de apoio e crenças maternas/práticas em mães de crianças com TEA. Métodos: Este estudo transversal correlacional avaliou 52 mães (Midade = 37,50 anos) de crianças com TEA atendidas em quatro unidades de saúde pública do Estado de São Paulo. Foram aplicados um Questionário Sociodemográfico, o Inventário Lipp de Sintomas de Estresse, a Escala de Crenças Parentais e Práticas de Cuidado e a Escala de Rede Social de Apoio. Resultados: Observou-se alta prevalência (86,5%) de estresse clínico das participantes. A percepção de apoio social foi baixa, e mães com percepção de maior apoio social indicaram menores níveis de estresse. Embora as práticas de cuidado fossem em geral adequadas, mães com mais estresse realizavam menos atividades de estimulação com seus filhos. Conclusões: Os resultados reforçam a importância da avaliação e manejo do estresse, da rede social de apoio e da saúde mental das mães de crianças com TEA, para facilitar a adoção de práticas de estimulação que possam otimizar o desenvolvimento de crianças com alterações de neurodesenvolvimento.
... However, evidence is mixed regarding the extent to which parenting may be compromised by high levels of parental distress in these families. For example, a recent meta-analysis found that parents of children with ASD exhibited comparatively higher levels of observed negative parenting behavior (e.g., hostility, aversion), but no significant differences in observed positive parenting (e.g., support, warmth) as compared to families of children without ASD (Ku et al., 2019). Such findings raise the compelling possibility of both status-group effects on parenting (perhaps as mediated through increased distress) and buffering, wherein certain aspects of parenting behavior, such as positive parenting behaviors, may be protected against elevated parental distress in families of children with ASD. ...
... Conversely, it is possible that this chain of influence may not occur. Indeed, the parenting of children with ASD is often not compromised despite established elevations in parental distress (e.g., Ku et al., 2019). This apparent contradiction suggests that parents may also Content courtesy of Springer Nature, terms of use apply. ...
... However, the identified association for negative parenting suggests that it may be easier for parents to retain certain positive behaviors despite distress than to inhibit less optimal ones. Indeed, findings from the present study are consistent with those of the previously mentioned meta-analysis suggesting that families of children with ASD tended to differ more from other families on negative as compared to positive parenting (Ku et al., 2019). ...
Parents of children with autism spectrum disorder (ASD) report increased distress relative to parents of children with neurotypical development. Parent well-being is generally considered a key determinant of parenting behavior, thus increased distress may spill over into less optimal parenting in families of children with ASD. However, evidence is mixed regarding the degree to which parenting is actually compromised in this population, suggesting the possibility of buffering, wherein the parenting of children with ASD may be robust against spillover from increased parental distress. The current study tested competing spillover and buffering models with regard to relations among child ASD status, parental distress, and parenting behavior. Parents of preschoolers with (n = 73) and without (n = 55) ASD completed self-report measures of parenting stress, depressive symptoms, and emotion dysregulation, as well as of positive and negative parenting behaviors. Families of preschoolers with ASD reported higher distress and negative parenting, and lower positive parenting than did their counterparts. Findings supported the spillover model for negative parenting such that increased parental distress accounted for status-group differences in negative parenting. In contrast, potential buffering was observed for positive parenting in that an inverse association between distress and parenting was observed for parents of children with neurotypical development only. Findings highlight the potential benefit of intervention to reduce parental distress in families of children with ASD, but also suggest some existing ability of these families to buffer certain parenting behaviors from deleterious effects of parent distress.
... For instance, parents of children with cerebral palsy (i.e., a physical disability) reported slightly higher levels of responsiveness compared to parents raising children without CCN, which could indicate an intense parent-child relationship resulting from their child's need for physical support (De Clercq et al., 2019;Dieleman et al., 2019;Whittingham et al., 2013). In addition, some studies demonstrate that parents raising children with autism exhibit more controlling behaviors (i.e., less autonomy support) than parents of children without CCN due to the challenges in social interaction and communication and the need for predictability in children with autism (Blacher et al., 2013;Ku et al., 2019). Overall, these mean-level group differences are rather limited in terms of effect size, and it is becoming increasingly clear that there is more within-group heterogeneity than between-group differences in terms of parenting behaviors (Blacher et al., 2013;Hodapp et al., 2019;Ventola et al., 2017). ...
Parental burnout emerges as a response to chronic and overwhelming parenting stress and is related to dysfunctional parenting practices, such as neglectful or violent behavior. Grounded in Self-Determination Theory, the current study aims to evaluate parenting stress as an antecedent and the more general quality of parenting as an outcome of parental burnout. This objective is tackled within the context of the COVID-19 pandemic, which posed major challenges to parents, especially to those raising children with complex care needs (CCN; i.e., an intellectual and/or physical disability, and/or behavioral and/or emotional problems). Therefore, this study explores mean-level group differences in parenting stress, parental burnout, and parenting behaviors between parents raising children with and without CCN, and tests whether associations between these variables are similar for both groups of parents. A group of 506 parents (88% mothers, Mage = 44 years) participated in a widespread online survey during the first lockdown in Belgium. Based on mean-level differences, parents of children with CCN reported substantially higher levels of parenting stress and parental burnout but scored similarly on the assessed parenting behaviors. Multigroup structural equation models showed that in both groups, parenting stress was related positively to parental burnout which, in turn, was related to less autonomy-supportive and responsive parenting and to more psychologically controlling parenting. Although raising a child with CCN may be a risk factor for increased parental stress and burnout, the functional role of these parental experiences in the quality of parenting appears to be similar across both groups of parents.
... Azevedo (2018) também encontrou um pior desempenho nesse repertório, em pais e mães de crianças com TEA e também com outros tipos de deficiências. Na metanálise de Ku et al. (2019), o estilo de comunicação de pais de crianças com TEA teve um efeito moderador em relação à dimensão verbal de suporte e envolvimento afetivo, diferenciando pais de criança com TEA. Esse estilo tende a ser menos verbal, com a utilização de menos comentários e enunciados nessa dimensão. ...
... Além disso, durante a conversação pais podem oferecer modelos socialmente valorizados de interação verbais e não-verbais para a criança, incrementando o desenvolvimento de sua linguagem e da comunicação social. Ku et al. (2019) também demonstraram como a comunicação pode influenciar também em outras dimensões da parentalidade, constituindo-se, portanto, em uma habilidade relevante para treinamento de pais de crianças com TEA. O ensino dessa classe de habilidade social educativa torna-se ainda mais relevante tendo em vista que essa habilidade consistiu no pior desempenho dos cuidadores no presente estudo, em comparação às demais classes de HSE. ...
Este estudo teve como objetivo geral caracterizar o repertório de habilidades sociais educativas de pais de crianças com Transtorno do Espectro Autista e relacionar com as habilidades sociais dos seus filhos. Participaram 62 pais/cuidadores, de crianças entre 3 e 12 anos atendidas em Serviços Especializados de Reabilitação de uma microrregião da Zona da Mata/Minas Gerais, Brasil. Foram utilizados o Inventário de Habilidades Sociais Educativas (IHSE-Del Prette) e o Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica de Crianças (SSRS). Obteve-se correlação positiva entre escores gerais dos dois instrumentos e a maioria dos fatores. As habilidades de conversar/dialogar dos pais mostraram-se fortes preditoras das habilidades sociais das crianças. Discutem-se as implicações dos resultados para intervenções junto a pais de crianças com autismo.
... This may explain why children with ID tend to experience more unsupportive, negative parenting behaviours than typically developing children [19,20]. Comorbid child behaviour difficulties are associated with both parenting stress [12] and negative parenting behaviours [21]. Children with ID have also been found to experience less affectionate behaviours and fewer positive teaching behaviours from their mothers, such as joint attention and language [22]. ...
As a lifelong condition, intellectual disability (ID) remains a public health priority. Parents caring for children with ID experience serious challenges to their wellbeing, including depression, anxiety, stress and health-related quality of life. Integrated parenting interventions, which have been well evidenced for depressed mothers, may also effectively support depressed parents with a child with ID in low-resource settings such as Pakistan, and in turn optimise child outcomes. We conducted a mixed-method rater-blind feasibility randomised controlled trial, which assessed the feasibility and acceptability of the Learning Through Play in My Own Way Plus (LTP-IMOW Plus) intervention. Mothers who screened positive for depression (n = 26) with a young child (age 3–6 years) with ID were recruited from two low-resource community settings. Participants in the intervention arm (n = 13) received 12 group sessions of LTP-IMOW Plus and others (n = 13) received routine care. The intervention was feasible and acceptable with 100% retention and 100% session attendance. The intervention improved depression, anxiety, parenting stress and child socialisation score outcomes relative to the routine care arm. The framework utilised to analyse the qualitative interviews with seven participants at pre-intervention identified a range of struggles experienced by the mothers, and at post-intervention, found improved knowledge of child development and practices, improved mother–child relationships, recommendations for the intervention and perceived practical barriers and facilitators. The findings highlight the prospects for a clinical and cost-effective trial of an integrated parenting intervention to manage long-term parental mental health needs and improve child outcomes.
... According to Stinson (2019) the team approach is helpful in two ways: teachers feel supported, which may alleviate some of their job-related stress; and the students will receive consistent treatment from various members of the school system that are involved with them. Team approach is a comprehensive collaborative effort that could assist learners with conduct disorders adapt to the demands of the curriculum so that they easily access the curriculum. ...
... The teachers who participated in this study felt that the students with conduct disorders can benefit academically in inclusive environments when collaborative teaching is properly implemented. Pugach and Wesson (1995) in Stinson (2019) point out that student perceive the different roles of different teachers in collaborative teams and select whom to consult under different situations and for different purposes. For instance, learners with conduct disorders may need to be understood or clarify issues that affect them and they can consult teachers who are free to accommodate and listen to them. ...
... It is also thought that the incorporation of specialist teachers as part of the collaborative team enables learners to access the curriculum. Stinson (2019) observed that teachers felt that having a partner with whom to communicate allows for better address of the needs of learners with conduct disorders. ...
The study sought to find out the challenges and opportunities posed by the current curriculum when including learners with conduct disorders in mainstream primary schools in Nkayi District in Zimbabwe. Using a qualitative approach focusing on a case study design data was generated from Fifteen participants (1 school head, 4 mainstream teachers, and 10 learners with conduct disorder) were purposively selected. All participants were interviewed individually. Theme identification methods were used to analyse data. The findings showed that all students showing signs of conduct disorder were mostly taught by regular class teachers in the mainstream. Despite having mainstream teachers and a specialist teacher, learners with conduct disorders could not perform well in their academic work as all mainstream teachers were not conversant with ways of identifying and managing learners with conduct disorders in primary school. It was revealed that there was a lack of proper guidance and counselling and parental involvement in dealing with learners with conduct disorders. Learners with conduct disorders were socially included but were academically excluded because of lack of measures to manage learners with conduct disorders for them to access the academic curriculum in the primary schools. For learners with conduct disorders to fully access the curriculum, this study recommended that teachers should be fully capacitated to manage learners with conduct disorders, reduced teacher-pupil ratio in primary schools, involve parents in the management of learners with conduct disorders and capacitate school guidance and counsellors.
