عنوان مقاله [English]
Background and Aims: The way parents communicate with children is the strongest factor affecting family interactive patterns. The purpose of the present study was to investigate the effect of positive parenting program on family function in parents having children with intellectual disability.
Materials and Methods: In the present quasi-experimental study, 30 parents having children with intellectual disability from Exceptional School (Omid-e Nejat boys school, Besharat mixd school, and Mehvarzan girls school) in Semnan city, Iran, were selected through convenience sampling method. They were randomly assigned to two group of experimental and control group (15 each). The experimental group participated in an eight-session positive parenting program (one meeting per week and each session for one and a half hours). The control group recieved no training. The participants completed Measure of Family functioning (FAD) prior and after the training. Univariate and multivariate analysis of covariance (ANCOVA & MANCOVA) were used to analyze the data.
Results: The results showed that positive parenting education was effective on family function and its components (problem solving, communication, roles, emotional responsiveness, emotional attachment, and general family function). However, in the control behavior control index, the effectiveness of educational intervention was not significant (p>0.05).
Conclusion: The results showed that positive parenting methods training is effective on family function in parents having children with intellectual disability.
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