Parents' Regulation and Self-Regulation and Performance in Children with Intellectual Disability in Problem-Solving Using Physical Materials or Computers

Autor/inn/en	Nader-Grosbois, Nathalie; Lefevre, Nathalie
Titel	Parents' Regulation and Self-Regulation and Performance in Children with Intellectual Disability in Problem-Solving Using Physical Materials or Computers
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 2, S.449-460 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2011.10.005
Schlagwörter	Mental Retardation; Children; Self Control; Child Behavior; Problem Solving; Computers; Mothers; Fathers; Parent Child Relationship; Mental Age; Attention; Planning; Identification; Motivation; Evaluation; Comparative Analysis + Suchen Sie Ihr Suchwort? Geistige Behinderung; Child; Kind; Kinder; Selbstbeherrschung; Problemlösen; Digitalrechner; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Geistige Beweglichkeit; Aufmerksamkeit; Ablaufplanung; Planungsprozess; Identifikation; Identifizierung; psychologische; Motivation (psychologisch); Evaluierung
Abstract	This study compared mothers and fathers' regulation with respect to 29 children with intellectual disability (ID) and 30 typically developing (TD) children, matched on their mental age (MA), as they solved eight tasks using physical materials and computers. Seven parents' regulatory strategies were coded as they supported their child's identification of the objective, planning, attention, motivation, joint attention, behaviour regulation and evaluation. Children's performance was scored. Regulation by the parents of the two groups did not differ significantly, regardless of the medium, except that the degree of parental regulation of the child's behaviour was greater in the ID group than in the TD group. In tasks involving the computer, we observed a higher degree of regulation of children's planning and a lower degree of regulation of their evaluation for the two groups. The parents displayed significantly less regulation with respect to the children with the highest MA than towards the children with the lowest MA, in each group. There was a significant interaction effect of medium and children's MA on overall parents' regulation and on their support of identification of objective and of planning. Most parental strategies were negatively linked with ID and TD children's performance in tasks. In both groups, with control for MA, parental support with the identification of the objective, with planning and with attention was negatively linked to the corresponding self-regulatory strategies of the children with each medium; however, parents' joint attention was positively linked with children's joint attention. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10