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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

Down'S Syndrome, Research and Practice : the Journal of the Sarah Duffen Centre
|October 20, 2006
PubMed

Insights

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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