Glenna C. Boyce

The Relationship of Parent-Child Interaction to the Effectiveness of Early Intervention Services for at-Risk Children and Children with Disabilities

The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction as measured by the Maternal Behavior Rating Scale. Intervention studies included the Infant Health and Development Program, the Longitudinal Studies of the Effects and Costs of Alternative Types of Early Intervention, the Play and Learning Strategies Program, and the Family-Centered Outcome study. Results from these analyses indicated that intervention effects on child development were unlikely to occur unless mothers modified their style of interacting with their children. Although these studies indicated that mothers of children who participated in intervention modified several different parameters of interactional style, only their level of responsiveness was positively associated with their childrens developmental outcomes. These results are discussed in relationship to child-focused and relationship-focused models of early intervention.

Parent-Child interactions when young children have disabilities

Publisher Summary This chapter discusses parent–child interactions for young children with disabilities. A major focus of the research on parent–child interactions has been to document what characteristics of parental interactive behavior promote and enhance child developmental outcomes, both short term and long term. The primary focus in this chapter is on the studies with children with disabilities or those at risk for developmental delay. Some of the literature based on the samples of children, who are typically developing, is also included in the discussion to highlight the major themes and issues and to provide comparison groups. The chapter describes selected studies with five populations of children, those with: (a) Down syndrome or mental retardation, (b) developmental delay, (c) orthopedic or motor impairments or cerebral palsy, (d) autism, and (e) low birth weight. Also, the focus is on the studies of behavioral interactions but not on parenting beliefs or attitudes. The chapter concludes with a brief discussion of intervention studies with young children with disabilities or delays aimed at promoting positive parent–child interactions.

Families of children with disabilities: Normative data and other considerations on parenting stress.

The parenting stress of families who have a child with a disability is an area receiving considerable research. The present study used a family strengths or “normality” perspective to investigate three issues regarding parent-related and child-related parenting stress, as measured by the Parenting Stress Index (PSI) (Abidin, 1990). A large sample (n = 725) of families who had a young child with disabilities participated. A comparison of parent-related and child-related parenting stress between the sample of families with a child with disabilities and the PSI normative sample was conducted. The distribution of PSI scores for the sample of families of children with disabilities was examined for statistical normality, and normative data for these families were presented. An item analysis was conducted on child-related parenting stress to examine issues regarding its construct validity for families of children with disabilities. Issues regarding the use of stress measures and to the construct of child-related stress as these impact on early intervention activities are discussed.

Depressive Symptomatology and Interaction Behaviors of Mothers Having a Child with Disabilities

Previous research has indicated that parents who raise children having disabilities report greater emotional distress than other parents. To investigate the association between symptoms of depression and maternal behaviors, interactions between 48 mothers and children having disabilities were rated. Measures of maternal depression and child functioning were also administered. Analyses indicated that mothers reported a relatively large number of symptoms often associated with depression. However, reports of depressive symptomatology were not meaningfully related to the childrens developmental status or parent-child interaction behaviors.

Early Predictors of School-Age Behavior Problems and Social Skills in Children with Intraventricular Hemorrhage (IVH) and/or Extremely Low Birthweight (ELBW)

Research findings: Child and family characteristics from early infancy (birth–3 months adjusted age, AA) and toddler period (24–30 months) were examined as potential predictors of behavior problems and social skills at 7.5 years of age in 90 LBW infants with IVH and/or ELBW who were part of a longitudinal study of early intervention effectiveness. Severity of medical problems at birth and child temperament at 3 months AA were associated with future social skill levels, but not with behavior problems. Family variables in the first months of the childs life including low income, single parent household, and high parenting stress were significantly correlated with behavior problems at 7.5 years of age. Difficult temperament and elevated parenting stress in the toddler period were strongly associated with later behavior problems. Toddler developmental quotient (DQ) was a strong predictor of future social skills. Practice or policy: These data highlight the importance of early intervention that targets child behavior and emotional adjustment along with cognitive development, especially in low income and single parent households. Interventions that target parent-child interaction and parent stress are also crucial in these populations, even beyond the birth-three period.

Clinical Assessments of Parent-Child Interaction: Are Professionals Ready To Implement This Practice?

This article discusses issues that are relevant to the clinical assessment of parent-child interaction in the context of early intervention and clinical infant services. Issues discussed include (a) factors contributing to the call for parent-child assessments; (b) the reliability and validity of parent-child assessment instruments; and (c) the interpretability of data obtained from parent-child assessments. We argue that the focus on parent-child interaction is appropriate for clinical infant services. However, contemporary assessment procedures may not be developed sufficiently to be included as part of the developmental assessment process. The professional community must consider whether and how parent-child assessments can enhance the quality of clinical infant services.

Ethnicity and Parenting Stress Change during Early Intervention.

Parenting stress as it pertains to the families of medically fragile children of different ethnic backgrounds has been understudied. Possible correlates of change in parenting stress such as child development, family support, resources and income were examined in the families of 105 infants with intraventricular hemorrhage #opIVH#cp participating in an early intervention program between one and three years of age. Correlational analyses showed that slower developmental progress, along with declines in family resources and social support coincided with increases in parenting stress. Subgroup analyses separately examining these relationships in the 66 white and 39 nonwhite families revealed different correlates for the two populations. Unlike the full sample and the white sample, the non‐white families’ stress changes over the course of intervention seemed correlated only to income change, but not to childs developmental progress or changes in social support. Commonly cited findings regarding parents’ stre...

Health and educational outcomes of children who experienced severe neonatal medical complications

To determine the long-term developmental and educational outcomes of a sample of low birthweight infants with intraventricular hemorrhage (IVH), the authors conducted developmental assessments and interviews 8 years after the initiation of an early intervention project. At the time of the follow-up, 62% of the children were experiencing some developmental or behavior problems, with visual impairments, cerebral palsy, and attention deficits occurring most frequently. Grade of IVH and the number of days spent in the neonatal intensive care unit were the best predictors of later developmental delays. The sample also scored below average on school achievement; approximately 30% of those in school were eligible for special education services. These findings corroborate results from investigations with similar populations whose birth characteristics put them at risk for subsequent developmental delay.

School-Age Outcomes for Early Intervention Participants Who Experienced Intraventricular Hemorrhage and Low Birth Weight

This study examines long-term outcomes for 82 children with intraventricular hemorrhage (IVH) and low birth weight (LBW; 530-2,420 g) who participated in at least 18 months of early intervention. Outcomes were assessed at 71/2 and 81/2 years of age; the majority had average development and IQ scores. Grade III and IV IVH youngsters had lower developmental scores. Participants scored quite well compared to earlier IVH infant samples, suggesting early intervention and improved medical technology contribute improvements. Analyses demonstrated that, even in this medically compromised population, home environment characteristics were closely related to older verbal development.

Predictors of Developmental Outcomes for Infants Who Are Medically Fragile.

Smith, Timothy B.; Boyce, Glenna C. Predictors of Developmental Outcomes for Infants Who Are Medically Fragile. Utah State Univ., Logan. Early Intervention Research Inst. Department of Education, Washington, DC. 26 Mar 93 HS90010001 20p.; Paper presented at Society for Research in Child Development Conference (New Orleans, LA, March 25-28, 1993). Speeches/Conference Papers (150) Reports Research/Technical (143)