A Review about Parenting Style and Parenting Practices and Their Consequences in Disabled and Non Disabled Children
Bibliographic record
Abstract
This paper aims to carry out a review of the most important advances achieved in recent decades, and mainly in recent years, in the study of parenting styles and parenting practices in relation to academic competence and behavior problems of children with and without disabilities, in order to shed some light on major differences in patterns of family interaction that may explain the worst levels of adaptation manifested by children with disabilities. For this, we have carried out an analysis of main works that reflect this relationship in the general population, and then did the same including disability as a differentiating factor. In this sense, the authoritative style and specific parenting practices such as setting limits, communication, autonomy or monitoring are described as good predictors of adaptive behavior in children. However, we miss studies to confirm this relationship in children with disabilities. In this population, the major papers refer, on one side, to expectations and, on other side, to stress in parenting and its effect of the parents’ mental health. In conclusion, the need for studies to provide additional information about family relationships and disability is discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.004 | 0.005 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".