Parenting Style and Parenting Practices in Disabled Children and its Relationship with Academic Competence and Behaviour Problems

Abstract

This paper aims to carry out a review of the most important advances achieved in recent decades, and mainly in recent years, in the study of parenting styles and parenting practices in relation to academic competence and behavior problems of children with and without disabilities, in order to shed some light on major differences in patterns of family interaction that may explain the worst levels of adaptation manifested by children with disabilities. For this, we have carried out an analysis of main works that reflect this relationship in the general population, and then did the same including disability as a differentiating factor. In this sense, the authoritative style and specific parenting practices such as setting limits, communication, autonomy or monitoring are described as good predictors of adaptive behavior in children. However, we miss studies to confirm this relationship in children with disabilities. In this population, the major papers refer, on one side, to expectations and, on other side, to stress in parenting and its effect of the parents’ mental health. In conclusion, the need for studies to provide additional information about family relationships and disability is discussed.