Parental Expectations for Their Children with Developmental Disabilities: A Systematic Scoping Review

Abstract The general parenting literature suggests that parental expectations are important predictors of parent behaviors and child outcomes. However, for children with developmental disabilities, little is known about the scope, nature, and impact of parental expectations. Guided by Bronfenbrenner’s bioecological theory, this scoping review examined the state of the research literature on parental expectations for children with developmental disabilities, including autism spectrum disorders, intellectual disabilities, down syndrome, cerebral palsy, and attention-deficit/hyperactivity disorder. Using PRISMA approaches, we search five databases—APA PsycInfo ® , PubMed ® , Academic Search Complete, EBSCOhost, and Education Resources Information Center (ERIC)—and the reference lists of relevant studies. We identified a total of 58 studies that met our inclusion criteria. Results indicate that most studies were cross-sectional, were conducted in the United States, and addressed parental expectations for children with autism spectrum disorders. In general, parents expressed varied expectations for their children with developmental disabilities. In contrast to the general parenting literature, parents of children with developmental disabilities expressed specific, nuanced, expectations for domains beyond academic achievement, including employment, relational, and functional outcomes. Despite the limited number of studies from non-western contexts, regional differences were evident. Further, findings suggest that various child, parent, and societal factors influence parental expectations. In turn, parental expectations may impact both parent and child outcomes. The review highlights significant gaps in the literature and key areas for future research.