How parents describe the positive aspects of parenting their child who has intellectual disabilities: A systematic review and narrative synthesis.

The review combined studies that used many different words and measures for positive aspects, so the findings are descriptive rather than proof of a single construct. All included studies were cross-sectional, so they show what parents reported at one time point, not how positives change over the lifespan. Most participants were married or cohabiting white mothers from high-income countries and higher socio-economic groups, so the findings may not apply to fathers, lone parents, lower-income families or countries with fewer support services. Parents were often recruited through service agencies or support groups, which may select families already connected to services and more able to report positives. Some quantitative studies had small samples, low response rates, modified instruments or researcher-completed questionnaires, which can introduce bias. No included study had a comparison group of parents of typically developing children, so the review cannot say whether these positives are unique to intellectual disability. The review did not test an intervention, so it cannot show what makes parents more positive. The search may have missed studies because terms for positive aspects and intellectual disability varied, and some early publications may not have been found.

Do not read these positive themes as evidence that intellectual disability improves parenting or reduces family stress. The studies were cross-sectional, mostly involved mothers recruited from support services, and did not include a comparison group of parents of typically developing children.