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Parental strategies for assisting children to wait
Monica Cuskelly1, Anne Jobling, Linda Gilmore
1School of Education, The University of Queensland, Australia. m.cuskelly@uq.edu.au
Summary
Children with and without intellectual disabilities waited similarly for a gift. Parents of children with intellectual disabilities were more authoritarian but rarely taught waiting skills.
Area of Science:
- Developmental Psychology
- Child Psychology
- Disability Studies
Background:
- Parenting behaviors and child development are influenced by various factors.
- Understanding self-regulation in children with intellectual disabilities is crucial.
- Previous research has explored parenting styles and their impact on child behavior.
Purpose of the Study:
- To examine and compare parental behaviors during a waiting task with children.
- To investigate differences in waiting abilities among children with Down syndrome, other intellectual disabilities, and typical development.
- To explore the relationship between parenting styles and strategies used in a waiting situation.
Main Methods:
- A controlled waiting task was administered to children with and without intellectual disabilities.
- Parenting styles were assessed using established measures.
- Parental strategies during the waiting period were observed and categorized.
Main Results:
- No significant differences were found in children's ability to wait across all groups.
- Parents of children with intellectual disabilities exhibited more authoritarian parenting styles compared to control groups.
- Parenting style generally did not correlate with the strategies parents employed during the waiting task.
Conclusions:
- Children's waiting abilities are comparable regardless of intellectual disability status.
- Authoritarian parenting is more prevalent in parents of children with intellectual disabilities.
- Few parents actively taught or praised effective waiting strategies, indicating a potential area for intervention.
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