Parental habitus in promoting self-determination of children with/without intellectual and developmental disabilities in Türkiye

BACKGROUND

Enhancing the self-determination of children with intellectual and developmental disabilities (IDD) is a prominent factor in their daily, community, school, or post-school outcomes. Parental practices play a crucial role in promoting self-determination of children with IDD. Families worldwide engage in parenting practices determined by each family's beliefs and values filtered through cultural experiences related to the place of origin, social structure, and living area.

AIMS

This study investigated the impact of parental habitus as structured within social and cultural capital on family ratings of child self-determination in two distinct regions of Turkey (Türkiye). Our assumption is that the gap in terms of social, economic, and cultural capital between different districts of the same country affects parental habitus in fostering their children's self-determination.

METHOD

Researchers collected information from 232 family members regarding the degree of their children's self-determination in two different geographic areas of Türkiye. We used the American Institutes for Research (AIR) Self-Determination Scale - Parent Form (AIR-SDS-PF questionnaire and a socio-demographic form to collect data. We employed the univariate analysis (two-way ANOVA) to identify the main and interactional effect among variables.

RESULTS

Parental habitus depending on where families live, socioeconomic level, and child's disability status was influential in promoting self-determination for their children with IDD and counterparts.

CONCLUSIONS

Regional or micro-cultural differences impacting parental dispositions should be considered in developing or planning self-determination interventions for children with/without IDD in the same country.

South Korean mothers' childhood abuse experience and their abuse of their children with intellectual and developmental disabilities: Moderating effect of parenting self-efficacy

BACKGROUND

A history of childhood abuse has been found to adversely affect the transition to motherhood. Compared to other children, children with intellectual and developmental disabilities are at higher risk of being maltreated at home. However, maternal parenting self-efficacy has been found to improve mothers' positive interactions with their children.

OBJECTIVE

Given that, this study examined the moderating effect of maternal parenting self-efficacy on the relationship between mothers' childhood abuse experience and their abuse of their children with IDDs.

PARTICIPANTS AND SETTING

Participants include 134 South Korean mothers with children between 2 and 8 years of age with intellectual and developmental disabilities.

METHOD

Mothers' childhood abuse experience was assessed using the Childhood Trauma Questionnaire, which measures the extent of mothers' exposure to parental abuse in their childhood. Parenting self-efficacy was measured using the Echelle Globle du Sentiment de Competence Parentale (EGSCP). The Abusive Parenting scale was used to assess mothers' abusive parenting; it measured the degree to which mothers had ever either physically or emotionally abused their children.

RESULTS

The moderating effects of parenting self-efficacy on the relationships between childhood emotional abuse and abusive parenting (B = -.06, t(126) = -2.33, p = .022, 95 % CI[-.1142, -.0092]) and between childhood physical abuse and abusive parenting (B = -.07, t(126) = -2.64, p = .009, 95 % CI[-.1283, -.0184]) were significant.

CONCLUSIONS

These findings emphasize the importance of helping mothers with a history of abuse alleviate parental stress arising from raising children with IDDs by enhancing their parenting self-efficacy.

Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-analytic Review

Functional communication training (FCT) is an evidence-based practice used to mitigate challenging behavior by increasing functional communication skills. To increase the practicality and feasibility of FCT in natural settings, thinning schedules of reinforcement are typically programmed following FCT. In this review, we meta-analyzed 28 studies that incorporated a thinning schedule procedure following FCT for 51 children with intellectual and developmental disabilities ages 8 and younger. Using Tau-U, the results demonstrated overall moderate effect sizes for both challenging behavior and functional communication responses. Additionally, moderator analyses pertaining to participant characteristics, interventions, and study quality were conducted. Thinning procedures were most effective for children who had stronger communication repertoire. Implications for future research and practice are discussed.