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Published on: September 19, 2019
Social support in parents of children with neurodevelopmental disorders
Ali Rouhani1, Ghorban Hemati Alamdarloo1
1Special Education Department, School of Education and Psychology, Shiraz University, Shiraz, Iran.
Insights
Social support levels did not differ significantly between parents of children with neurodevelopmental disorders based on child disorder type or parent gender. However, social interaction support was higher for parents of children with intellectual disability.
Area of Science:
- Psychology
- Developmental Disorders
- Social Support
Background:
- Neurodevelopmental disorders significantly impact families, necessitating an understanding of parental social support.
- Previous research highlights the critical role of social support in parental well-being and child development.
- Variations in social support may exist based on the specific neurodevelopmental disorder and parental demographics.
Purpose of the Study:
- To compare social support availability among parents of children with various neurodevelopmental disorders.
- To investigate the influence of child disorder type (intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder) and parent gender on social support.
- To identify specific areas of social support that may require targeted interventions.
Main Methods:
- A sample of 166 parents of children with neurodevelopmental disorders in Isfahan, Iran, was recruited.
- The Medical Outcomes Study Social Support Survey (MOS-SSS) was administered to assess social support.
- Two-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA) were employed for data analysis.
Main Results:
- No significant differences in overall social support were found based on child disorder type or parent gender (p > 0.05).
- Emotional/informational, tangible, and affectionate support subscales showed no significant differences.
- A significant difference was observed in the social interaction subscale, with parents of children with intellectual disability reporting higher support than those with autism spectrum disorder or attention deficit hyperactivity disorder.
Conclusions:
- While overall social support is comparable, specific needs in social interaction support exist for parents of children with autism spectrum disorder and attention deficit hyperactivity disorder.
- The findings underscore the necessity for targeted support and educational programs to enhance social interaction for these parent groups.
- Prioritizing psychological services that address social interaction deficits is crucial for improving the well-being of parents raising children with neurodevelopmental disorders.
Abstract:
The aim of the present study was to compare the social support in parents of children with neurodevelopmental disorders. The sample consisted of 166 parents of children with neurodevelopmental disorders in Isfahan, Iran. Medical Outcomes Study Social Support Survey (MOS-SSS, Sherbourne and Stewart 1991) was used for measuring the availability of social support. The collected data were analyzed using two-way analysis of variance and multivariate analysis of variance. The results showed that there was no significant difference in social support scores between parents of children with neurodevelopmental disorders based on the type of child disorder and the gender of the parents (p > 0.05). The results also showed that there was no significant difference in the subscale of emotional/informational support, tangible support, and affectionate support between parents of children with neurodevelopmental disorders (p > 0.05) but in the one subscale (i.e. social interaction) parents of children with intellectual disability was significantly higher than parents of children with autism spectrum disorder and parents of children with attention deficit hyperactivity disorder. Moreover, The results showed that there was no significant difference in subscales of social support between parents of children with neurodevelopmental disorders based on the gender of the parents (p > 0.05). Therefore, according to the research findings, the design and implementation of support and educational programs for parents of children with neurodevelopmental disorders, especially in parents of children with ASD and ADHD, and to increase social interactions are essential and should be a priority in the programs of organizations providing psychological services.
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