Parental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child's emotional reactivity. Implications for future research and practice are discussed.
This study was conducted with the aim to determine the frequency and predictors of problematic mobile phone use in adolescents with mild intellectual disability (MID) and typically developing adolescents (TDA). The sample included 623 TDA and 67 adolescents with MID. The Mobile Phone Problem Use Scale, Loneliness and Social Dissatisfaction Scale, and Rosenberg Self-Esteem Scale were used as primary outcome measures. The percentage of MID and TDA participants with problematic mobile phone use was 11.9% and 9.8% respectively, but there were twice as many participants who belong to the risk group among the participants with MID (20.9%) than among TDA ones (10.2%). Problematic use of mobile phones was related to the number of years of mobile phone usage, more frequent use, female gender, younger age, as well as with a lower level of self-esteem, and a higher level of loneliness. This study showed that almost every third adolescent with MID is having problematic or risky mobile phone use.
Background/Aim. The ability to comprehend and produce irony and deception is rarely explored in people with intellectual disability (ID) or dual diagnoses (DD). The ability to understand irony and deception appears to be related to many cognitive skills, but some authors point out that the theory of mind is one of the most important factors for this ability. This research was conducted to determine the linguistic aspects of production and comprehension of irony and deception in adults with ID and DD, as well as the relationship of these abilities with theory of mind. Methods. The sample consisted of 120 people with ID aged between 20 and 56. Half of the sample comprised people with DD. Four subscales from the Assessment Battery for Communication were used to assess the participants? abilities to produce and comprehend irony and deception. False-belief tasks from ?appearance-reality? category were used in theory of mind assessment. The level of intellectual functioning was measured by the Raven?s progressive matrices, while the Peabody Picture Vocabulary Test was used to assess speech comprehension ability. Results. The results show that participants with DD and ID comprehend and produce false statements better than ironic ones. Participants with ID were more successful in production than in comprehension tasks of both false and ironic statements, while the same was true for participants with DD only for ironic statements. Participants with ID were significantly more successful than participants with DD in irony comprehension tasks. In participants with ID, first-order theory of mind significantly correlated only with the ability to produce irony, and second-order theory of mind significantly correlated with producing irony and deception. There were no significant correlations between theory of mind and producing and comprehending irony and deception in participants with DD. Conclusion. Although differences in some aspects of assessed abilities were found between the two groups of participants, the similarities in the profile of these abilities were dominant. Results of variability can be explained by differences in speech comprehension ability more than by differences in nonverbal intellectual functioning or theory of mind acquisition. Future studies should assess the influence of other cognitive factors. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179017: Social Participation of
People with Intellectual Disability]
Accessible summary
The aim of this research was to identify possible differences in how non‐disabled adolescents and their peers identified with mild intellectual disability use mobile phones.
The sample comprised 420 non‐disabled participants and 67 participants identified with mild intellectual disability.
Non‐disabled adolescents used these devices more often than their peers identified with mild intellectual disability.
Adolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones.
Abstract
BackgroundMobile phones are multifunctional devices which allow adolescents to belong to their peer group, communicate with them, and also expand their digital interactions. The aim of this research was to identify possible differences in the areas and ways of mobile phone use in non‐disabled adolescents and their peers identified with mild intellectual disability of both genders.
Materials and MethodsThe sample comprised 420 non‐disabled participants and 67 participants identified with mild intellectual disability, aged 15–19 years in Serbia. Areas of mobile phone use were assessed through a questionnaire developed for this research, while the Mobile Phone Problem Use Scale was used to assess problematic mobile phone use.
ResultsIn all assessed areas, it was observed that non‐disabled students used mobile phones more frequently, except in Skype video calls, which were used significantly more often by participants identified with mild intellectual disability. The obtained results demonstrate that girls used mobile phones more frequently than boys for schoolwork, daily communication with family and friends, fun activities, sending and receiving text messages, taking photographs, and making videos. With regard to problematic mobile phone use, a significant gender difference was observed only in the subsample of non‐disabled participants where girls used mobile phones in a problematic way much more frequently.
ConclusionsAdolescents identified with mild intellectual disability should be encouraged to expand the use of mobile phones with appropriate monitoring and education so that their use does not become problematic.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.