Parental competencies in developing social interaction skills in children with special needs

Mahardika Supratiwi; Gunarhadi; Joko Yuwono

Keywords:

Social interaction skills,

Social interaction skills

parental competencies

Abstract

Children with special needs (CWSN) often face challenges in developing social interaction skills, which are crucial for their overall development and integration into society. Parents play a pivotal role in supporting this aspect of their children’s growth, yet their competencies in this area remain an underexplored topic. This study explores parental competencies in developing social interaction skills in children with special needs (CWSN), focusing on the knowledge and skills parents utilize to support their children. Using a qualitative research design, 12 parents of CWSN participated in focus group discussions (FGDs) to provide in-depth insights into their experiences and strategies. The findings indicate that parents possess two key competencies: knowledge and skills. Parental knowledge encompasses understanding their children’s cognitive abilities, social skills, school support systems, and sources of information related to their development. Meanwhile, parental skills involve the ability to identify their children’s social capacities and effectively assist them in navigating social interactions. These competencies significantly contribute to fostering the social interaction skills of children with special needs, enabling them to engage more confidently in social environments. This study highlights the critical role of parental involvement and the necessity of equipping parents with adequate resources and training to enhance their abilities in supporting their children’s social development. The findings also call for collaborative efforts among schools, policymakers, and community organizations to empower parents in their vital role, ultimately improving the quality of life for children with special needs.
References
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5. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
6. Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370–378.
7. Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29.
8. Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York, NY: Teachers College Press.
9. Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism. Journal of Child Psychology and Psychiatry, 47(6), 611–620.
10. Koegel, R. L., Openden, D., & Koegel, L. K. (2004). The Pivotal Response Treatment model. Journal of Positive Behavior Interventions, 6(1), 21–27.
11. Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Thousand Oaks, CA: SAGE Publications.
12. McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism. Journal of Autism and Developmental Disorders, 32(5), 351–372.
13. Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE Publications.
14. Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: SAGE Publications.
15. Singer, G. H. (2006). Meta-analysis of the effects of family support on parent stress. Mental Retardation and Developmental Disabilities Research Reviews, 12(4), 375–389.
16. Tannock, R., & Girolametto, L. (1992). Reassessing parent-focused language intervention programs. Journal of Child Language, 19(2), 215–230.
17. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality. Upper Saddle River, NJ: Pearson.
18. Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754–760.
19. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Supratiwi, M., Gunarhadi, & Yuwono, J. (2025). Parental competencies in developing social interaction skills in children with special needs. Multidisciplinary Science Journal, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/msj/article/view/7328

[1] Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

[2] Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.

[3] Brown, W. H., Odom, S. L., & Conroy, M. A. (2001). An intervention hierarchy for promoting young children's peer interactions in natural environments. Topics in Early Childhood Special Education, 21(3), 162–175.

[4] Buckley, S., & Bird, G. (2001). Education for individuals with Down syndrome. International Journal of Disability, Development and Education, 48(1), 25–32.

[5] Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.

[6] Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2007). Meta-analysis of family-centered helpgiving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13(4), 370–378.

[7] Guralnick, M. J. (1999). Family and child influences on the peer-related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29.

[8] Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York, NY: Teachers College Press.

[9] Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism. Journal of Child Psychology and Psychiatry, 47(6), 611–620.

[10] Koegel, R. L., Openden, D., & Koegel, L. K. (2004). The Pivotal Response Treatment model. Journal of Positive Behavior Interventions, 6(1), 21–27.

[11] Krueger, R. A., & Casey, M. A. (2015). Focus groups: A practical guide for applied research (5th ed.). Thousand Oaks, CA: SAGE Publications.

[12] McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism. Journal of Autism and Developmental Disorders, 32(5), 351–372.

[13] Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE Publications.

[14] Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: SAGE Publications.

[15] Singer, G. H. (2006). Meta-analysis of the effects of family support on parent stress. Mental Retardation and Developmental Disabilities Research Reviews, 12(4), 375–389.

[16] Tannock, R., & Girolametto, L. (1992). Reassessing parent-focused language intervention programs. Journal of Child Language, 19(2), 215–230.

[17] Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality. Upper Saddle River, NJ: Pearson.

[18] Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754–760.

[19] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Abstract

References

How to cite