Parental attitudes and practices in families with siblings with and without intellectual disability: Influences of sociodemographic and child-related factors.

BACKGROUND: Parenting styles and attitudes are a relevant factor of a child's developmental environment. When parents raise both a child with an intellectual disability and a typically developing (TD) sibling, their approaches may differ due to factors related to the child, family, and social context. This study explored whether parenting styles and attitudes are consistent across children and examined whether sociodemographic and child-related factors explain variations in parenting behaviors.

METHOD: Ninety-five parents with one child diagnosed with intellectual disability (according to DSM-5 criteria) and a TD sibling, participated. Data analyses included t-tests, ANOVAs, and mixed-design ANOVAs to compare parenting styles and attitudes across siblings while controlling for sociodemographic factors.

RESULTS: Parents reported more authoritative and less permissive parenting, and greater satisfaction and autonomy promotion with their TD child compared to their child with intellectual disability. More positive parenting attitudes and less permissiveness were observed when the etiology of intellectual disability was Down syndrome, which extended to their sibling. Attending regular schools (vs. special education) was associated with less permissive parenting. Higher SES was related to greater promotion of autonomy and, for the TD child, to more parenting satisfaction and less permissiveness.

CONCLUSIONS: The study provides evidence of both consistency and variation in parenting practices within families. Differences in parental attitudes and behaviors appear to be shaped not only by individual child characteristics but also by environmental factors such as school context and SES. These results suggest that parents adapt their parenting styles and attitudes between siblings, which is influenced by sociodemographic and child-related factors.