Parental styles and attitudes of fathers of children and adolescents with intellectual disability: Do parental styles and attitudes impact children’s adaptive behaviour?

2021 ◽  
Author(s):  
Camila Sabat ◽  
Meghan M. Burke ◽  
Paulina Arango
Keyword(s):  
Intellectual Disability ◽  
Children And Adolescents ◽  
Adaptive Behaviour ◽  
Parental Styles

Adaptive Behaviour in Children and Adolescents With and Without an Intellectual Disability: Relationships with Fear and Anxiety

1995 ◽  
Vol 12 (4) ◽  
pp. 227-237 ◽  
Author(s):  
Eleonora Gullone ◽  
Robert A. Cummins ◽  
Neville J. King
Keyword(s):  
Intellectual Disability ◽  
Negative Affect ◽  
Children And Adolescents ◽  
Group Analysis ◽  
Negative Relationship ◽  
Intervention Programs ◽  
Adaptive Behaviour ◽  
Intellectually Disabled ◽  
Average Intelligence ◽  
Fear And Anxiety

Prior research has indicated that people with an intellectual disability experience higher levels of negative affect, including anxiety and fearfulness, than people who are not disabled. This is important because research has also suggested a negative relationship between emotional distress and adaptive behaviour, albeit in nondisabled populations. The present study investigates the relationships between fear, anxiety, and adaptive behaviour in children and adolescents with an intellectual disability as compared to youth of average intelligence. A sample ranging in age from 7 to 18 years participated in the study. Fifty-one respondents (30 male, 21 female) constituted the intellectually disabled sample, and 57 (28 male, 29 female) constituted the comparison group. Analysis revealed higher levels of fear and anxiety among the group with disabilities. An inverse relationship was also found between negative affect and adaptive behaviour among the youth with disabilities, but not for youth of average intelligence. The results are discussed in relation to their implications for intervention programs.

scholarly journals Epidemiology of gastrostomy insertion for children and adolescents with intellectual disability

2018 ◽  
Vol 178 (3) ◽  
pp. 351-361 ◽  
Author(s):  
Kingsley Wong ◽  
Helen Leonard ◽  
Glenn Pearson ◽  
Emma J Glasson ◽  
David Forbes ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Children And Adolescents

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic in the opinion of teacher

2021 ◽  
Vol LXXXII (5) ◽  
pp. 334-346
Author(s):  
Marzena Buchnat ◽  
Aneta Wojciechowska
Keyword(s):  
Intellectual Disability ◽  
Online Education ◽  
Children And Adolescents ◽  
Cognitive Deficits ◽  
Autism Spectrum ◽  
Mild Intellectual Disability ◽  
Online Questionnaire ◽  
Difficult Situation ◽  
New Material ◽  
Education Of Students

Online education, introduced obligatorily during the COVID-19 pandemic, poses a great challenge for teachers, students and their parents. Children and adolescents with mild intellectual disability or with ASD, that due to their cognitive deficits need appropriate support, are in a particular difficult situation. The aim of the conducted research was to specify the possible problems of online education of students with mild intellectual disability and ASD in their teachers' opinion. The research consisted in answering the questions from an online questionnaire. 114 teachers teaching children and adolescents with mild intellectual disability and 114 teachers teaching children and adolescents with ASD participated in the research. The results show that according to the teachers the biggest problems of students with mild intellectual disability and ASD are: understanding and remembering new material, lack of contact with their peers. Students with ASD are characterized by significantly greater intensity of the occurrence of difficulties in the area of education than people with mild intellectual disability. Difficulties in both groups of examined children and adolescents oblige to appropriately support them in online education and cooperation with their parents.

scholarly journals Observational Assessment and Maternal Reports of Motivation in Children and Adolescents With Down Syndrome

2011 ◽  
Vol 116 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Linda Gilmore ◽  
Monica Cuskelly
Keyword(s):  
Down Syndrome ◽  
Intellectual Disability ◽  
Children And Adolescents ◽  
Group Differences ◽  
Typically Developing ◽  
Observational Assessment ◽  
Typically Developing Children ◽  
Significant Group ◽  
Children With Down Syndrome ◽  
Maternal Reports

Abstract Despite a lack of consistent empirical evidence, there has been an ongoing assumption that intellectual disability is associated with reduced levels of motivation. The participants in this study were 33 children with Down syndrome ages 10–15 years and 33 typically developing 3–8-year-old children. Motivation was measured through observational assessments of curiosity, preference for challenge, and persistence, as well as maternal reports. There were no significant group differences on motivation tasks, but mothers of children with Down syndrome rated their children significantly lower on motivation than did parents of typically developing children. There were some intriguing group differences in the pattern of correlations among observations and parent reports. The findings challenge long-held views that individuals with intellectual disability are invariably deficient in motivation.

Sibling Relationship Quality and Social Functioning of Children and Adolescents With Intellectual Disability

2009 ◽  
Vol 114 (2) ◽  
pp. 110-127 ◽  
Author(s):  
Frank J. Floyd ◽  
Susan E. Purcell ◽  
Shana S. Richardson ◽  
Janis B. Kupersmidt
Keyword(s):  
Intellectual Disability ◽  
Children And Adolescents ◽  
Relationship Quality ◽  
Social Functioning ◽  
Social Adjustment ◽  
Sibling Relationships ◽  
Sibling Relationship ◽  
Total N ◽  
Negative Behaviors ◽  
High Conflict

Abstract We examined sibling relationships for children and adolescents with intellectual disability and assessed implications for their social functioning. Targets (total N = 212) had either intellectual disability, a chronic illness/physical disability, or no disability. Nontarget siblings reported on relationship quality, sibling interactions were observed, and teachers reported on social adjustment. Group comparisons highlighted the asymmetrical hierarchy and low conflict unique to siblings and targets with intellectual disability. Sibling relationships characterized by high warmth/closeness, positive affect, and few negative behaviors were predictive of fewer behavior problems for the targets at school. Both high warmth/ closeness and high conflict predicted greater social competence for the targets with intellectual disability, though warmth, conflict, and sibling management had different implications depending on the sibling's gender.

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