Search

The aims of this study were to analyze the interactions of mothers and fathers with their children with intellectual disabilities, focusing on certain parental behaviors previously identified as promoting child development, and to explore the relations between parenting and some sociodemographic variables. A sample of 87 pairs of mothers and fathers of the same children were recruited from Early Intervention Centers. The children (58 male and 29 female) were aged 20–47 months. Most of the families (92%) were from the province of Barcelona (Spain), and the remaining 8% were from the other provinces of Catalonia (Spain). Parenting behaviors, divided into four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the validated Spanish version of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). Parents were administered a sociodemographic questionnaire. The results revealed strong similarities between mothers’ and fathers’ parental behaviors. Mothers and fathers were more likely to engage in affectionate behavior than in teaching behavior. Only maternal teaching presented a significant positive relation to the child’s age. With respect to the child’s gender, no differences were observed in mothers’ parenting. Conversely, fathers scored significantly higher in Responsiveness, Encouragement and Teaching (and had higher total parenting scores) when interacting with boys. The severity of the child’s ID had a statistically significant effect only on fathers’ Teaching, which showed lower mean scores in the severe ID group than in the moderate and mild ID groups. Teaching also presented a significant positive relation to mother’s age, but father’s age was not related to any parenting domain. Mothers with a higher educational level scored significantly higher in Encouragement and Teaching, and the fathers’ educational level was not significantly related to any parenting domain. Mothers’ and fathers’ Teaching, and fathers’ Responsiveness, Encouragement and total parenting scores, presented a significant positive relation to family income. Finally, mothers spent more time in childcare activities than fathers, particularly on workdays. Our main conclusion is that mothers and fathers show very similar strengths and weaknesses when interacting with their children with intellectual disabilities during play.

Families with children and adolescents with intellectual disability (ID) have positive perceptions that may raise levels of FQoL. However, little is known about what happens to these positive perceptions and FQoL when the family members with ID reach adulthood. Our main objective was to analyze the predictors of FQoL, incorporating demographic variables and parents’ positive perceptions before and after the family member with ID turns 18. A sample of 861 families who had a family member with ID between 1 and 70 years old completed both the Positive Contributions Scale (PCS) in order to measure their positive perceptions and the Spanish family quality of life scale for under 18-years-old or over 18-years-old in order to assess FQoL. Firstly, a bivariate analysis was conducted to study the effect of demographic variables and PCS scores on FQoL scores. Secondly, variables whose effect was found to be statistically significant in the bivariate analysis were included in a multiple linear regression model to predict FQoL scores. Results indicated that families with higher levels of positive perceptions reported higher levels of FQoL. The predictive analysis of FQoL showed that in both groups of families with a member with ID younger or older than 18 years of age, there was a significant effect from positive perceptions on the reported levels of FQoL, even when the effect of the demographic variables included in the model was eliminated. The present results provide further evidence of the importance of a positive approach toward families with a family member who have ID, reinforcing and broadening the positive perceptions in order to promote their FQoL. The practical implications of these findings are discussed, along with directions for future research.

Background/Objective: The aim of this study was to explore the psychometric properties of the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013a). This observational measure is composed of 29 items that assess the quality of four domains of parenting interactions that promote child development: affection, responsiveness, encouragement, and teaching. Methods: The sample included 203 mother-child dyads who had been video-recorded playing together. Fifty-six percent of the children were male, and 44% were female, aged from 10 to 47 months. Video-recorded observations were rated using PICCOLO items. Results: Confirmatory factor analysis supported that the instrument has four first-order factors corresponding to the hypothesized domains of parenting behaviors, and a second-order factor corresponding to a general factor of positive parenting. Construct validation evidence was compiled by examining the relationship between PICCOLO scores and child age. As expected, teaching domain and total PICCOLO scores were positively correlated with child age. The Spanish PICCOLO also demonstrated good inter-rater reliability (ranging from 0.69 to 0.84) and internal consistency reliability (ranging from 0.59 to 0.88) for the four domain scores and the total parenting score. Concurrent criterion-related validity was examined via correlations between parenting scores and child cognitive, language and motor skills outcomes, measured using the Bayley Scales of Infant Development. Conclusion: The Spanish version of the PICCOLO meets the criteria for a reliable and valid observational measurement of parenting interactions with children. The psychometric properties of the instrument make it appropriate for general research purposes, but also for program evaluation of Early Intervention and other parenting-support interventions. This measure, focused on parent strengths, could be used to facilitate family-centered practices in early intervention and other programs that have parenting as an outcome.

Researchers in the field of disability are showing a growing interest in assessing the impact of having a child with disabilities on parental perceptions and family functioning. This study explores the relationships between positive perceptions, perceived control, and family quality of life (FQoL) in families of children and adolescents with intellectual disability (ID), in order to assess whether positive perceptions and perceived control are predictors of FQoL. The Kansas inventory of parental perceptions was administered to a sample of 327 Spanish families with a child or adolescent with ID completed in order to assess their positive perceptions and perceived control, and the Spanish family quality of life scale (0–18 years) in order to assess FQoL. Linear regression analysis was applied to determine whether positive perceptions and perceived control were predictors of FQoL. Results indicated that families with higher levels of positive perceptions reported greater emotional wellbeing, better health and adaptation to disability, and higher levels of FQoL. Similarly, families with higher levels of perceived control reported better levels of FQoL and greater satisfaction with the services provided for their child. With the exception of employment status, demographic variables had no bearing on these significant relationships. These results may help service providers to develop new intervention strategies for families with children with ID, fostering their positive perceptions and perceived control and ultimately promoting their FQoL.

The aim of the study was to examine the relation between demographic variables, parental characteristics, and cognitive, language and motor skills development in children with intellectual disabilities (ID). A sample of 89 children with ID, aged 20 to 47 months, completed the Bayley Scales of Infant Development to measure cognitive, motor and linguistic development. Parents were administered questionnaires about demographic information and parental anxiety, depression, parental stress, conjugality and familial functioning. Parenting behaviors (affection, responsiveness, encouragement, and teaching) were observed using the Spanish version of PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). A bivariate analysis showed that cognitive development in infants was significantly related to the mother’s and father’s responsiveness, and to the father’s teaching scores. Infant language development was related to a variety of maternal factors (educational level, anxiety, depression, maternal responsiveness) and to the father’s teaching scores. None of the factors were statistically related to child motor development. A multivariate regression analysis indicated that children’s cognitive development can be predicted by a linear combination of maternal responsiveness and paternal teaching scores. Language development can be predicted by a linear combination of maternal anxiety and responsiveness, and paternal teaching scores. The present study provides evidence of the importance of paternal involvement for cognitive and language development in children with intellectual disabilities, and contributes to the increasing literature about fathering. Gaining knowledge about parental contributions to children’s development is relevant for improving positive parenting in early intervention programs.