Seeking out Social Learning: Online Self-Education in Parents of Children with Intellectual and Developmental Disabilities

Supportive, informed parenting is critical to improve outcomes of children who experience intellectual and developmental disabilities (IDD). Parents want to learn about their child's condition, needs, and strategies to improve family life. The internet is a valuable resource, but how parents ev...

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Bibliographic Details
Published in:Intellectual and developmental disabilities 2022-08, Vol.60 (4), p.303-315
Main Authors: Karns, Christina M, Todis, Bonnie, Glenn, Elizabeth, Glang, Ann, Wade, Shari L, Riddle, Ilka, McIntyre, Laura Lee
Format: Article
Language:English
Subjects:
Access to Information
Behavior
Children
Children & youth
Consent
Data Analysis
Developmental Disabilities
Focus groups
Graduate students
Intellectual disabilities
Intellectual Disability
Internet
Learning
Learning Processes
Learning Theories
Mental disorders
Mental health
Parent Attitudes
Parent Education
Parents
Parents & parenting
Social Support Groups
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Summary:Supportive, informed parenting is critical to improve outcomes of children who experience intellectual and developmental disabilities (IDD). Parents want to learn about their child's condition, needs, and strategies to improve family life. The internet is a valuable resource, but how parents evaluate and apply information is unknown. We conducted focus groups to understand how parents use internet resources to learn about their children with IDD. Parents described using the internet to access information from trusted sources, find examples to apply their knowledge, and seek social support. Social learning theory, which posits that cognitive, behavioral, and social processes influence each other to support real-world learning, could provide a theoretical framework for unifying these findings and for designing efficacious online interventions.
ISSN:1934-9491
1934-9556
DOI:10.1352/1934-9556-60.4.303