Understanding Behaviours That Challenge in Children With Intellectual Disability: Parental Characteristics and Children's Support Needs.

Abstract

Background: Behaviours that challenge are prevalent among children with intellectual disability and can limit their participation and inclusion in educational and community settings. Although previous research has highlighted the role of parental factors in these behaviours, little is known about how the child's level of required support may moderate these associations. This study aimed to examine the relation between parental attitudes, styles, mental health and the behaviours that challenge in their children with intellectual disability, considering the child's level of required support as a potential moderator.

Method: A cross-sectional study was conducted with 225 parents of school-aged children and adolescents with intellectual disability in Chile. Parental attitudes, styles, mental health and their child's behaviours were assessed. Structural equation modelling and multigroup analysis were used to evaluate direct and moderated effects.

Results: Parents reported elevated levels of anxiety compared to national averages. Parental attitudes were the strongest predictor of behaviours that challenge. Parental mental health was significantly related to children's internalizing but not externalizing behaviours. Parenting styles were not significantly associated with either type of behaviour. Moderation analysis showed a stronger effect of positive parental attitudes for children with lower support needs than for those with moderate or high.

Conclusion: Findings underscore the importance of fostering positive parental attitudes as a key intervention target for reducing behaviours that challenge in children with intellectual disability, particularly those with lower support needs. Given the high levels of anxiety among parents, providing mental health support may also be crucial. Future research should explore causal pathways using longitudinal designs and consider additional contextual factors influencing the relationship between parental variables and child behaviour.