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Autonomy supportive parenting in Down syndrome and typical development: group differences and associations with executive function
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Autonomy supportive parenting in Down syndrome and typical development: group differences and associations with executive function

Kelsey D. Csumitta
Master of Science (M.S.), Drexel University
Mar 2022
DOI:
https://doi.org/10.17918/00001248
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Abstract

Executive functions (Neuropsychology) Intellectual disability Disability studies Parent-child interaction therapy Down Syndrome
Children with Down syndrome (DS) display weaknesses in executive functions (EFs) measured with informant report and direct testing. Importantly, EFs are associated with functional life outcomes such as academic achievement and adaptive skills. However, research on factors related to EFs in individuals with DS is limited. In typically developing (TD) children, autonomy support (encouragement of a child's independence) is associated with EFs, and EFs are responsive to interventions that incorporate autonomy support. Despite the documented EF weaknesses in DS and the strong link between autonomy support and EFs in TD children, no studies to date have examined the relation between autonomy support and later EFs in children with DS. Consequently, the current study examined autonomy supportive parenting (using a coding system that has not yet been implemented with this population), how levels of autonomy support differ between children with DS and TD participants, and the relation between autonomy support and child EFs (parent reported cognitive regulation skills and lab-based inhibition skills) measured 18 months later. Participants included 25 children with DS and 25 TD children matched on mental age at Visit 1. Parents and their children completed a challenging puzzle task at Visit 1 and autonomy support was rated using a pre-existing coding system. Child EFs were measured at Visits 1 and 2. Results of this study indicated the coding system could be reliably implemented with this new clinical population. Additionally, analyses indicated parents of children with DS display significantly less autonomy support than parents of TD children matched on mental age. Further, this study documented autonomy support at Visit 1 was significantly related to child inhibition skills measured at Visit 2, but not parent-reported cognitive regulation skills. These findings suggest autonomy support is an important area of further research in children with DS to inform clinical intervention.

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