Father Involvement in the Lives of Their Children With Intellectual and Developmental Disabilities in the UK
Bibliographic record
Abstract
BACKGROUND: Father involvement in parenting has received scarce attention in the disability field. This qualitative study explored the involvement, roles and responsibilities of fathers of individuals with Intellectual and Developmental Disabilities (aged 5-24 years). METHODS: Thirteen fathers participated in online, semi-structured interviews. Fathers were asked to describe their involvement in caregiving, their roles and responsibilities, and the factors that had an impact on these domains. RESULTS: Fathers were involved in the direct and indirect care of their child, and provided support for their partner and any siblings, alongside work commitments. A range of individual, interpersonal and contextual factors impacted their involvement and parenting role. CONCLUSIONS: Fathers play an important role in the lives of children with Intellectual and Developmental Disabilities. Ways in which services could improve the quantity and quality of paternal involvement in parenting are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.005 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".