The Relationship Between Parenting Styles with Adaptive Behavior among Students with Intellectuall Disability

Background and Parenting styles plays an important role in the upbringing of children. Therefore, present study aimed to predict adaptive behavior among students with intellectual disability based on their mothers’ parenting styles. This research was a descriptive-correlational study. The study population comprised all mothers of elementary students with intellectual disability that were studying in schools of Rasht City in 1393-94 academic year. The study sample comprised 110 subjects that were selected using convenience sampling method. Data were collected using the Vineland Social Maturity Scale (1953) and parenting style questionnaire (Baumrind, 1973). Data analysis using Pearson correlation coefficient revealed a significant positive correlation between authoritative parenting style with adaptive behavior, and significant negative correlations between authoritarian and permissive parenting styles with adaptive behavior (p < 0.01). Moreover, data analysis using multiple regression analysis revealed that authoritative parenting style was the significant positive predictor of adaptive behavior, while permissive and authoritarian parenting styles were the significant negative predictors of adaptive behavior (p < 0.01). According to our findings, it is essential to design and provide family training programs on parenting styles and their influences on children’s behavior, in order to change mothers’ attitudes and improve family relationships, which can in turn enhance adaptive behavior among students with intellectual disability.