Prácticas parentales en familias de niños con trastorno por déficit de atención con hiperactividad

Abstract

Parental practices implemented in families with children diagnosed with attention deficit hyperactivity disorder (ADHD) were investigated in the present study to establish the relationship between the previously mentioned practices and two sociodemographic variables: education level and family type. To this aim, a quantitative correlational research project was proposed, which included a total sample of 30 mothers of children with ADHD between the ages of 6 and 11 who regularly attend the Specialized Integral Rehabilitation Center (CRIE) and the Child Development Center of the University of Cuenca (CEDIUC). The Alabama Parenting Questionnaire (APQ) was applied to collect the data for the analysis; it includes affirmations about common parental methods and is composed of two scales: Positive scale including three subscales, i) parental involvement, ii) positive parenting, iii) effective discipline; Negative scale with three subscales as well: i) inconsistent discipline, ii) poor monitoring/supervision, iii) harsh discipline. The results show that although the parents in the sample use positive parental practices more frequently. Also, the results of the study indicate that there is no correlation between the variables-education level and family type-and the use of either positive or negative parental practices. Hence, it is possible to conclude that most parents of children with ADHD implement appropriate child-rearing practices and that the study sample variables, level of instruction and family type, do not influence their parental practices