A study on the relationships for parenting style and adaptive behavior for student with mental retardation

• Main Authors: Hong-Ling Lin, 林虹伶
• Other Authors: Shan-Lian Shyu
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/07715808104406150265

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 93 === A study on the relationships for parenting style and adaptive behavior for student with mental retardation Abstract This main purpose of this study was to discuss the relationship between individuals’ background variables (i.e., degree of mental retardation, sex, social and economic status of family) and parenting styles of individuals’ parents, the relationship between individuals’ backgrounds and adaptive behaviors, parenting styles of individuals’ parents and individuals’ adaptive behaviors. Questionnaire surveys were used in this study. The samples of 44 students with moderate mental retardation and 36 students with severe mental retardation, were selected from three schools, which are National Tai-Chung School for the special education, National Chang-Hua School for the mentally retared and National Chia-Yi School for the mentally retared, using stratified random sampling method. Three research tools, Baisha Adaptive Behavior Scale, Parenting Style Questionnaire, and Questionnaire for the Education and the Career of students’ parents were used to collect data. The resulting data were analyzed by t-test and one-way ANOVA. The following was the summary of findings of this study: 1 In the aspect of students’ backgrounds and parenting styles of students’ parents 1) Most of the parents of students with moderate mental retardation have guidance parenting style, while those with severe mental retardation mainly both neglecting or guidance parenting style. The number of parents who have neglecting parenting style was slightly higher than those who have guidance parenting style. 2) Most of middle-high social and economic status of family have guidance parenting style, and low social-economic status of family mainly both neglecting or guidance parenting style. The neglecting parenting style was slightly higher than those who have guidance parenting style. 3) There is no statistically significant difference on parenting styles of students’ parents between students grouped by sex. 2 In the aspect of students’ background and adaptive behavior: 1) Students with moderate mental retardation had better adaptive behaviors as expressed in cognitive skills, independent skills, social skills, and communication skills than those with severe mental retardation. 2) There was no statistically significant difference on adaptive behaviors between students grouped by sex and social and economic status of family. 3 In the aspect of parenting style of students’ parents and students’ adaptive behaviors: 1) Students whose parents have high responsiveness parenting style had better adaptive behaviors as expressed in responsibility, working skills, independent skills, and social skills than those whose parents had low responsiveness parenting style. 2) Students whose parents had high demandingness parenting style had better adaptive behaviors as expressed in cognitive skills, working skills, independent skills, social skills and communication skills than those whose parents had low demandingness parenting style. 3) Students whose parents had guidance parenting style (high responsiveness and high demandingness) had better adaptive behaviors as expressed in independent skills and social skills than those whose parents had other non- guidance parenting styles. 4) Students whose parents had guidance parenting style had better adaptive behavior as expressed in independent and social skills than those whose parents had neglecting parenting style. 5) There was no statistically significant difference on adaptive behaviors between students whose parents had recompense parenting style and those whose parents had demands parenting style. Finally, in addition to examinations on the incompleteness of and the limitation to this study, some suggestions were made for current parenting education and future studies.