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Pathways to social well-being of children with intellectual disability : testing the Family Investment Model
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Totsika, Vasiliki, Hastings, R. P., Hatton, C. and Emerson, E. (2023) Pathways to social well-being of children with intellectual disability : testing the Family Investment Model. Journal of Intellectual Disability Research . ISSN 0964-2633. (In Press)
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Abstract
Background: Social well-being, including prosocial and peer relationship skills, independence and co-operation, is a particularly important developmental outcome in intellectual disability. The present study investigated pathways to social well-being through the early years’ family environment, particularly the role of parental investments in mediating the path from family poverty to child social well-being.
Methods: In line with the Family Investment Model (FIM), we tested whether parental investments between three and five years of age mediate the impact of family poverty at nine months of age on children’s social well-being at seven years. Structural equation models were fitted to data from 555 children with intellectual disability identified from a UK population-based cohort.
Results: Findings indicated that home learning investments and the structural home environment (though not play) significantly mediated the effect of family poverty on children’s social skills, albeit in different directions. While all parental investments reduced in the presence of poverty, the home learning environment appeared to promote social well-being, whereas the structural home environment did not. Sensitivity analyses controlling for co-occuring autism confirmed the pattern of findings. Child gender, ethnicity and parental educational qualifications did not moderate the mediational relationships, suggesting FIM pathways to social well-being were relevant to all families.
Conclusions: FIM provides a helpful framework to map developmental pathways for children with an intellectual disability. Parental investments related to home learning, the structural home environment and play are reduced in the presence of poverty although their impact on child social well-being appears to differ.
| Item Type: | Journal Article | ||||||
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| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||
| Journal or Publication Title: | Journal of Intellectual Disability Research | ||||||
| Publisher: | Wiley-Blackwell Publishing Ltd. | ||||||
| ISSN: | 0964-2633 | ||||||
| Official Date: | 2023 | ||||||
| Dates: |
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| Status: | Peer Reviewed | ||||||
| Publication Status: | In Press | ||||||
| Reuse Statement (publisher, data, author rights): | This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited. | ||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||
| Date of first compliant deposit: | 3 August 2023 | ||||||
| Date of first compliant Open Access: | 3 August 2023 | ||||||
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