Parent-child problem solving in families of children with or without intellectual disability.


OBJECTIVE To examine differences in child social competence and parent-child interactions involving children with intellectual disability (ID) or typical development (TD) during a Parent-Child Problem-Solving Task. DESIGN Mothers and their 9-year-old children (n = 122) participated in a problem-solving task in which they discussed and tried to resolve an… (More)
DOI: 10.1111/jir.12009


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