M. S. Innocenti

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.

Preparation for Transition to Mainstreamed Post-Preschool Environments: Development of a Survival Skills Curriculum

Children with handicaps need preparation to successfully negotiate the transition from preschool to kindergarten or elementary school. Different classroom demands are placed on preschoolers and kindergartners. Without specific instruction during preschool, children with handicaps may not acquire the survival skills necessary to learn in kindergarten or first grade. However, reports of curricula to teach survival skills are rare or nonexistent. This paper describes the development of such a curriculum. After conducting extensive observations of kindergarten and first-grade classrooms, the authors identified nine commonly occurring mainstreamed activities, analyzed the skills necessary to participate in these activities, and developed a curriculum to teach them. To teach children to respond independently to their environment rather than to engage in set routines, the curriculum used planned variations for directions following and locating materials as well as fading of teacher assistance. Most children mastered the survival skills. Limited follow-up information suggested that they used them in subsequent placements.

Emerging Issues from State Level Evaluations of Early Intervention Programs.

This article synthesizes discussions that occurred among a consortium of professionals who were responsible for the evaluations of Part H (now Part C) programs in various states. The consortium was part of the Federal Interagency Coordinating Councils Subcommittee on Service Integration and Continuity of Services. This paper highlights issues emerging from state level evaluations in the context of 6 different areas: measures, outcomes, service integration, eligibility, funding models, and cost effectiveness. Part C originally was conceived to provide additional services to children and families who qualified under state definitions and to assist in system reform efforts through service integration strategies. The consortium addressed these purposes within the context of evaluation plans and data collected by states conducting state level evaluations. This paper synthesizes the consortium deliberations and suggests issues that need to be addressed in the evaluation planning process.

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.

An examination of language input and vocabulary development of young Latino dual language learners living in poverty

The purpose of the study was to evaluate the language status of 120 young, Latino dual language learners living in poverty in the United States. Maternal language input and home language and literacy environments were examined with regard to language development at 24 and 36 months. Results suggested that even when combining English and Spanish language knowledge scores, the children in this sample still performed below, albeit closer to, age level. The home language and literacy environments were significantly related to and predicted child language status at 24 and 36 months. The article discusses the implications of these findings with regard to the focus of early intervention efforts.

Why Covariance? A Rationale for Using Analysis of Covariance Procedures in Randomized Studies:

Analysis of covariance is a useful statistical procedure for data analysis even when carefully executed random assignment procedures are employed. Statistically adjusting for the effects of the covariates on the outcome can help account for pretreatment group differences—even with careful sampling. In addition, analysis of covariance can increase statistical power, thus reducing the Type II error rate. This paper uses diagrams to show how analysis of covariance manipulates data under a variety of conditions. Also discussed are the relationship between analysis of covariance and statistical power and issues related to covariate selection. Finally, a simulated data analysis is used to demonstrate the process of selecting covariates and to show the results with and without statistically adjusting for the effects of the covariate.

A Naturalistic Study of the Relation between Preschool Setting Events and Peer Interaction in Four Activity Contexts.

Abstract The effect of preschool environmental factors, or “setting events,” on peer interaction has received little attention from investigators studying factors related to social competence. In this study, peer interactions and aspects of three setting events (teacher behavior, material use, and peer presence) were observed in four preschool activity contexts. Data on the frequency of occurrence of interaction and occurrence of specific setting event measures within activity contexts were obtained, and empirical probabilities were determined. Results indicate that the behavior of the preschool teacher is a potent setting event with regard to peer interaction. Teacher interaction with a child, in any activity context, retarded peer interaction by that child. The setting events of material use and peer presence had little effect on peer interaction. Results are discussed in terms of how teachers can alter their behavior to promote peer interaction.

HOME VISIT QUALITY VARIATIONS IN TWO EARLY HEAD START PROGRAMS IN RELATION TO PARENTING AND CHILD VOCABULARY OUTCOMES

Home-visiting programs aiming to improve early child development have demonstrated positive outcomes, but processes within home visits to individual families are rarely documented. We examined family-level variations in the home-visiting process (N = 71) from extant video recordings of home visits in two Early Head Start programs, using an observational measure of research-based quality indicators of home-visiting practices and family engagement, the Home Visit Rating Scales (HOVRS). HOVRS scores, showing good interrater agreement and internal consistency, were significantly associated with parent- and staff-reported positive characteristics of home visiting as well as with parenting and child language outcomes tested at program exit. When home-visiting processes were higher quality during the program, home visit content was more focused on child development, families were more involved in the overall program, and most important, scores on measures of the parenting environment and childrens vocabulary were higher at the end of the program. Results showed that home visit quality was indirectly associated with child language outcomes through parenting outcomes. Observation ratings of home visit quality could be useful for guiding program improvement, supporting professional development, and increasing our understanding of the links between home-visiting processes and outcomes.

Training and support for mainstream day care staff

This article describes a system of in‐service training and support delivered to mainstream day care personnel by the staff of the Social Integration Project. The Projects purpose was to integrate handicapped preschool‐aged children into day care programs. The decision to develop an in‐service support system was based on literature described in the article indicating that mainstreaming efforts may not be successful in the absence of training and support. The results of the efforts to integrate handicapped children, as measured by the progress of children served and staff attitudes, are also described. †This project was supported by grant number 6008100249 from the Office of Special Education and Rehabilitation Services, U.S. Department of Education. No official endorsement by the Department should be inferred.

Day care for handicapped children: Can we stimulate mainstream service through a day care-special education merger?

Mainstream day care services are not widely available to parents of handicapped children. By merging special education services (assessment, individual educational programs, and services by specialists) into day care activities, handicapped children can receive education as well as care with their normally developing peers. This article describes child placement, staffing patterns, and teaching formats that enable caregivers to use routine day care activities as teaching opportunities for handicapped preschoolers. The resulting model of service is cost efficient relative to the costs of self-contained service.