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Positive parenting of children with developmental disabilities: a meta-analysis
Tina Taylor Dyches1, Timothy B Smith, Byran B Korth
1Department of Counseling Psychology and Special Education, 340-F McKay Building, Brigham Young University, Provo, UT 84602, USA. Tina_dyches@byu.edu
Research in Developmental Disabilities
|July 24, 2012
Summary
Positive parenting significantly benefits children with developmental disabilities. This meta-analysis confirms a moderate association, supporting interventions to enhance parenting skills for this population.
Area of Science:
- Developmental Psychology
- Special Education
- Child Development
Background:
- Existing research highlights positive parenting's impact on typically developing children.
- Limited synthesis exists for positive parenting effects on children with developmental disabilities.
- This study addresses the gap by systematically reviewing relevant literature.
Purpose of the Study:
- To conduct a meta-analysis on the association between positive parenting attributes and child outcomes.
- To synthesize findings from studies involving young children with developmental disabilities.
- To provide evidence supporting parenting interventions for this group.
Main Methods:
- Meta-analytic aggregation of effect sizes from 14 studies.
- Inclusion of 576 participants with developmental disabilities.
- Random effects model to determine the overall association.
Main Results:
- A moderate association (r=.22, p<.001) was found between positive parenting and child outcomes.
- Publication bias was not a significant concern.
- A trend suggested larger effects with more mature parents.
Conclusions:
- Positive parenting is moderately associated with improved outcomes for young children with developmental disabilities.
- Findings support the evaluation and promotion of effective parenting skills in services for children with disabilities.
- This research underscores the importance of parental involvement in early intervention programs.
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