Jean F. Kelly

Affect dysregulation in the mother-child relationship in the toddler years: Antecedents and consequences

The purpose of this study was to examine child, maternal, and family antecedents of childrens early affect dysregulation within the mother-child relationship and later cognitive and socioemotional correlates of affect dysregulation. Childrens affect dysregulation at 24 and 36 months was defined in the context of mother-child interactions in semistructured play and toy cleanup. Dyads were classified as dysregulated at each age based on high negative affect. Affect dysregulation was associated with less maternal sensitivity and stimulation, more maternal depressive symptoms, and lower family income over the first 36 months of life. Children with early negative mood, lower Bayley Mental Development Index scores and insecure-avoidant (15 months) or insecure-resistant attachment classifications (36 months) were more likely to be in an affect-dysregulated group. Controlling for family and child variables, affect-dysregulated children had more problematic cognitive, social, and behavioral outcomes at 54 months, kindergarten, and first grade. The findings are discussed in terms of the early role played by parents in assisting children with affect regulation, the reciprocal nature of parent-child interactions, and the contribution of affect regulation to childrens later cognitive, social, and behavioral competence.

Handbook of Early Childhood Intervention: Assessment of Parent–Child Interaction: Implications for Early Intervention

Traditionally, those working with children who have special needs and their parents have focused on helping the child master cognitive, language, and motor goals in which functionally based curricula are used. This approach has centered on the child because of parental concerns about the childs ability to accomplish developmental milestones and because of the emphases of professional training programs on remediating the childs skill deficits. Evaluations of intervention programs demonstrate, however, that focusing on family interactions, as well as on childrens skills, may have a greater effect on child development than focusing solely on the child (e.g., Brofenbrenner, 1975; Shonkoff, Hauser-Cram, Krauss, & Upshur, 1992). As a result, the importance of encouraging reciprocal and motivating parent–child interaction is now increasingly recognized (e.g., Bernstein, Hans, & Percansky, 1991; Glovinsky, 1993; Greenspan, 1988; Kelly & Barnard, 1990; McCollum & Hemmeter, 1997; McLean & McCormick, 1993; Thorp & McCollom, 1994). Previous research has shown that the quality of the early parent–child relationship has important consequences for a childs development (e.g., Bakeman & Brown, 1980; Beckwith & Rodning, 1996; Bee et al. 1982; Belsky, Goode, & Most, 1980; Brazelton, 1988; Coates & Lewis, 1984; Farran & Ramey, 1980; Hann, Osofsky, & Culp, 1996; Kelly, Morisset, Barnard, Hammond, & Booth, 1996; Papousek & Bornstein, 1992; Redding, Harmon, & Morgan, 1990; Tamis-LeMonda & Bornstein, 1989, Wachs & Gruen, 1982).

Does class size in first grade relate to children's academic and social performance or observed classroom processes?

This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the childs family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.

The influence of early mother—child interaction on preschool cognitive/linguistic outcomes in a high-social-risk group

In this paper, elements of early mother—child interaction are related to later cognitive and linguistic outcomes in a sample of 53 high social risk mothers and their preschoolers. Mother—child interaction was observed longitudinally when the children were 13 and 20 months old. Multiple regression analyses were used to predict cognitive and linguistic outcomes at 3 and 5 years from measures of early mother—child interaction. The results indicated that the quality of early mother—child interaction was a significant predictor of preschool cognitive and linguistic outcomes. This was shown to be true regardless of the contribution of the mothers IQ.

The motivation for very early intervention for infants at high risk for autism spectrum disorders

Abstract The first Autism Research Matrix (IACC, 2003) listed the identification of behavioural and biological markers of risk for autism as a top priority. This emphasis was based on the hypothesis that intervention with infants at-risk, at an early age when the brain is developing and before core autism symptoms have emerged, could significantly alter the developmental trajectory of children at risk for the disorder and impact long-range outcome. Research has provided support for specific models of early autism intervention (e.g., Early Start Denver Model) for improving outcomes in young children with autism, based on both behavioural and brain activity measures. Although great strides have been made in ability to identify risk markers for autism in younger infant/toddler samples, how and when to intervene during the prodromal state remains a critical question. Emerging evidence suggests that abnormal brain circuitry in autism precedes altered social behaviours; thus, an intervention designed to promote early social engagement and reciprocity potentially could steer brain development back toward the normal trajectory and remit or reduce the expression of symptoms.

Child-Care Characteristics of Infants with and without Special Needs: Comparisons and Concerns.

Abstract Employment patterns and child-care characteristics and concerns of mothers and infants (12–15 months) with special needs (n = 166) were described and compared with a group of typically-developing children and their mothers (n = 139). Compared with the latter group, fewer mothers of children with special needs had reentered the work force by one year; infants began child care at an older age, and for fewer hours; care by relatives was more common, and formal arrangements were less common. The groups did not differ on any measures of observed quality of care. Special needs were an important concern in making employment decisions and finding child care for 1 3 of the sample.

Promoting First Relationships: Randomized Trial of a Relationship-Based Intervention for Toddlers in Child Welfare

We conducted a community-based, randomized control trial with intent-to-treat analyses of Promoting First Relationships (PFR) to improve parenting and toddler outcomes for toddlers in state dependency. Toddlers (10–24 months; N = 210) with a recent placement disruption were randomized to 10-week PFR or a comparison condition. Community agency providers were trained to use PFR in the intervention for caregivers. From baseline to postintervention, observational ratings of caregiver sensitivity improved more in the PFR condition than in the comparison condition, with an effect size for the difference in adjusted means postintervention of d = .41. Caregiver understanding of toddlers’ social emotional needs and caregiver reports of child competence also differed by intervention condition postintervention (d = .36 and d = .42) with caregivers in the PFR condition reporting more understanding of toddlers and child competence. Models of PFR effects on within-individual change were significant for caregiver sensitivity and understanding of toddlers. At the 6-month follow-up, only 61% of original sample dyads were still intact and there were no significant differences on caregiver or child outcomes.

Emerging social strengths in young children with down syndrome

Many individuals with Down syndrome show relative strengths in social functioning throughout childhood, and they may “overuse” their social skills to compensate for other weaker domains of functioning (C. Kasari & S. Freeman, 2001; J. G. Wishart, 1996). To intervene in this area, it is important to document the emergence of this social strength, and characterize those specific skills that develop with such competence. In this study, we present data from the Bayley Scales of Infant Development comparing early developmental functioning in young children with Down syndrome (n = 23) and a mental age–matched comparison group of children with idiopathic developmental delays (n = 25) at 12 and 30 months. Results suggest that early orienting and engagement behaviors in young children with Down syndrome may emerge with greater competence than other areas of development (eg, emotion regulation, motor functioning). We also discuss the implications of this study regarding early intervention planning that targets the emerging phenotype in young children with Down syndrome.

Childcare Patterns and Issues for Families of Preschool Children With Disabilities

A longitudinal investigation of childcare for children with developmental disabilities (N = 89) was conducted, with in-person assessments at 12, 15, 30, and 45 months of age, and phone interviews with mothers at 14, 29, 37, and 44 months. When compared with typically developing children from another sample, and with census data, the participants entered childcare at an older age and for fewer hours; they were more likely to be in “informal” (father, relative, in-home nonrelative) care; and they were less likely to transition into more formal care (childcare center, childcare home) with increasing age. Finding good-quality care, the cost of care, distance/transportation issues, and integration with other services/special needs received the highest ratings for childcare issues. Children who were not in childcare had lower adaptive behavior scores if their mothers cited their childs special needs as an issue in keeping them out of care, compared with children whose mothers did not indicate that special needs were an issue. These 2 groups did not differ in their diagnoses, mental, or motor development scores. Results are discussed in the context of family leave policies and welfare work exemptions, and the need for high-quality caregiving options.

Parent Education Within a Relationship-Focused Model

and parents to be trained together to be copresenters on a variety of topics. This model, called Teaming with Heart (Florida Department of Education, 1993), has been very successful in Florida. The audience always includes both parents and professionals. It is critical that, when parent education is redefined, the name is broadened to parent/professional education and the definition includes family members as teachers of professionals. Finally, as Mahoney et al. (in this issue) stated, parent education requires specific expertise. Involving families directly in teacher preparation programs is a practice that one hears and reads about more and more. I believe