School Satisfaction Predicts Quality of Life for Children With Severe Developmental Disabilities and Their Families

IF 2.1 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities Pub Date : 2025-01-30 DOI:10.1111/jar.70013

Sarah E. Bjornson, Adrienne Perry

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引用次数: 0

Abstract

Background

Children with severe developmental disabilities are frequently excluded from research, and little is known about their quality of life (QoL). Using a mixed-methods approach, this study examined relationships between school factors and QoL for these children and their families.

Method

171 parents of children with severe developmental disabilities completed questionnaires. Hierarchical regression analyses were performed examining predictors of child and family QoL. Of the 171 parents, 123 responded to an open-ended question about their children's school experiences, and responses were analysed qualitatively.

Results

Significant predictors of QoL included challenging behaviours, diagnoses, parent self-efficacy, social support and (importantly) school satisfaction. Seven themes related to school experiences were identified qualitatively.

Conclusion

Many factors contribute to QoL. School has a significant influence on children and their parents and families. Different children have different strengths and difficulties, and school systems need to work with parents to optimise outcomes.

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来源期刊

Journal of Applied Research in Intellectual Disabilities Multiple-

CiteScore

4.70

自引率

12.50%

发文量

期刊介绍： JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The journal is an important forum for the dissemination of ideas to promote valued lifestyles for people with intellectual disabilities. It reports on research from the UK and overseas by authors from all relevant professional disciplines. It is aimed at an international, multi-disciplinary readership. Topics covered include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology and service provision.