File(s) under permanent embargo

Association between parenting style and socio-emotional and academic functioning in children with and without ADHD: a community-based study

journal contribution
posted on 01.03.2019, 00:00 authored by Sampada BhideSampada Bhide, Emma SciberrasEmma Sciberras, Vicki Anderson, Philip Hazell, Jan M Nicholson
OBJECTIVE: In a community-based study, we examined parenting style and its relationship to functioning in 6- to 8-year-old children (n = 391; 66.2% male) with ADHD (n = 179), compared with non-ADHD controls (n = 212). METHOD: Parenting style was assessed using parent-reported (93.5% female) measures of warmth, consistency, and anger. Child socio-emotional and academic functioning was measured via parent- and teacher-reported scales, and direct academic assessment. RESULTS: Parents reported less consistency and more anger in the ADHD group compared with non-ADHD controls, with no differences in warmth. Parenting warmth, consistency, and anger were associated with parent-reported aspects of socio-emotional functioning for children with ADHD and non-ADHD controls, after adjusting for socio-demographic variables, externalizing comorbidities, and ADHD symptom severity. Parenting style was no longer related to academic functioning and most teacher-reported outcomes after adjustment. CONCLUSION: Generic parenting interventions that promote warm, consistent, and calm parenting may help alleviate socio-emotional impairments in children with ADHD.

History

Journal

Journal of attention disorders

Volume

23

Issue

5

Pagination

463 - 474

Publisher

Sage

Location

London, Eng.

eISSN

1557-1246

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, The Author(s)