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1.
《Early education and development》2013,24(1):27-44
This study is based on a conceptual framework which emphasized the importance of viewing early intervention outcomes in relation to both program and nonprogram variables. Three broad classes of independent variables were included in the framework child, program, and family ecology. The unique and combined contributions of these three sets of variables to the prediction of three indices of intervention outcome was assessed through regression techniques. As much as 68% of the variance in children's post-intervention developmental age (DA2) was explained by the combined influence of all three classes of variables. All three classes of variables again contributed uniquely to the prediction of parental satisfaction with the intervention, explaining 45% of the variance. The three classes of variables explained 36% of the variance in children's rate of development during the intervention (RDI), although the contribution of the program class was very minimal. In addition to ascertaining the contributions of sets of variables, the importance of individual variables within sets was also examined. Results from both types of analysis underscored the important role of nonprogram variables in the determination of both child and parental outcomes. The implications of these findings for the design and evaluation of early intervention are discussed. 相似文献
2.
This study investigated linkages between aspects of emotional competence and preschoolers' social skills with peers. Whether parental emotion socialization practices contributed to the prediction of social skill once emotional competence was statistically controlled was also of interest. Eighty-one predominantly Caucasian preschoolers were videotaped as they participated in three same-sex triadic peer situations. Four peer variables were coded from the videotapes: social initiations, the frequency with which children were the targets of positive social bids, non-constructive anger-related reactions, and prosocial acts. The emotional competence measures included situation knowledge, children's explanations of emotions, positivity of emotional expression during peer play, and emotional intensity. Maternal anger directed at the child was the measure of emotion socialization. Results revealed that the emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of anger explained unique variance. Results are discussed in terms of how emotional competence and emotion socialization contribute to peer behavior and the importance of designing and implementing affective intervention programs for young children and their families. 相似文献
3.
Calderon R 《Journal of deaf studies and deaf education》2000,5(2):140-155
This study examined the impact of school-based, teacher-rated parental involvement on four child outcomes: language development, early reading skills, and positive and negative measures of social-emotional development. The 28 children were assessed for outcomes between 9 to 53 months post-graduation from a birth-to-3 early intervention (EI) program for children with hearing loss. Other factors included in the study were child's hearing loss, mother's education level, mother's current communication skills with her child, and maternal use of additional services beyond those offered by the early intervention program or the child's school program. Parental involvement in children's school-based education program is a significant positive predictor to early reading skills but shares considerable variance with maternal communication skill for this outcome. In this study, maternal communication skills and the child's hearing loss were the strongest predictors for language development. Maternal use of additional services was the strongest predictor to poorer social-emotional adjustment. The study's findings indicate that although parental involvement in their deaf child's school-based education program can positively contribute to academic performance, parental communication skill is a more significant predictor for positive language and academic development. Factors associated with parental involvement, maternal communication, and use of additional services are explored and suggestions are offered to enhance parental involvement and communication skills. 相似文献
4.
Kofi Marfo Thomas E. Dinero 《International Journal of Disability, Development & Education》1991,38(3):289-303
THE EARLY INTERVENTION field is witnessing some major shifts in the focus of efficacy research. The traditional preoccupation with the question as to whether early intervention works is giving way to greater concern with understanding how programs make their impact. While this is seen as a progressive shift, much of the focus has so far been placed on how specific dimensions of the intervention process contribute to outcomes. Little attention has been paid to extra‐program variables which impinge upon or interact with the intervention process to shape outcomes. This paper presents the perspective that an intervention program is only one of many factors with potential influence on child and family functioning. Consequently program efficacy must be assessed in relation to both program and extra‐program variables. A framework outlining five classes of “independent” variables and two classes of outcomes to be considered in efficacy research is presented. Regression and path analytic techniques are presented as two potentially useful tools for addressing the different kinds of efficacy questions currently being raised in the literature. 相似文献
5.
Pasquale J. DeVito 《Contemporary educational psychology》1977,2(4):332-344
This study investigated the unique and common contributions of four sets of predictor variables: (1) background, (2) mental ability, (3) program, and (4) parental involvement, to the variance in reading achievement scores—vocabulary and comprehension—for Title I students enrolled in Rhode Island remedial reading programs. The vocabulary analysis indicated that the four sets accounted uniquely for 7, 13, 9, and 9% of the variance, respectively. The comprehension analysis indicated that the four sets accounted for 7, 25, 5, and 4% of the variance, respectively. Joint contributions are also presented. 相似文献
6.
The study of family variables has become increasingly critical in understanding outcomes typically considered program driven. Research linking family variables to parental involvement in early intervention programs for young children with disabilities is generally lacking. The purpose of this study was to determine the combined influence and predictive ability of family characteristics on maternal and paternal involvement in early intervention programs. Service providers rated mothers' and fathers' involvement in early intervention programs Mother and fathers completed a battery of self-report questionnaires related to a variety of constructs, such as family functioning, marital adjustment, social supports, stress, coping, and parental involvement. Structural equating modeling was used to test the predictive ability of family variables. Two different models were developed for mothers and fathers. Results indicated significant outcomes for both group, largely supporting the proposed model. The coping variable emerged as a significant predictor of maternal and paternal involvement as well as a mediator variable between family functioning and parental involvement. 相似文献
7.
OBJECTIVE: The goal of this research was to utilize the cognitive behavioral model of abusive parenting to select and examine risk factors to illuminate the unique and combined influences of social cognitive and affective variables in predicting abuse group membership. METHODOLOGY: Participants included physically abusive parents (n=56) and a closely-matched group of comparison parents (n=62). Social cognitive risk variables measured were (a) parent's expectations for children's abilities and maturity, (b) parental attributions of intentionality of child misbehavior, and (c) parents' perceptions of their children's adjustment. Affective risk variables included (a) psychopathology and (b) parenting stress. A series of logistic regression models were constructed to test the individual, combined, and interactive effects of risk variables on abuse group membership. RESULTS: The full set of five risk variables was predictive of abuse status; however, not all variables were predictive when considered individually and interactions did not contribute significantly to prediction. A risk composite score computed for each parent based on the five risk variables significantly predicted abuse status. Wide individual differences in risk across the five variables were apparent within the sample of abusive parents. CONCLUSIONS: Findings were generally consistent with a cognitive behavioral model of abuse, with cognitive variables being more salient in predicting abuse status than affective factors. Results point to the importance of considering diversity in characteristics of abusive parents. 相似文献
8.
P Hauser-Cram M E Warfield J P Shonkoff M W Krauss A Sayer C C Upshur 《Monographs of the Society for Research in Child Development》2001,66(3):i-viii, 1-114; discussion 115-26
This Monograph presents the results of the Early Intervention Collaborative Study, a longitudinal investigation of the cognitive and adaptive behavior development of children with developmental disabilities and the adaptation of their parents, extending from infancy through middle childhood. The study was designed to generate and test conceptual models of child and family development and contribute to the knowledge base that informs social policy and practice. The sample for the investigation reported here consists of 183 children with Down syndrome, motor impairment, developmental delay and their families who were recruited at the time of their enrollment in an early intervention program in Massachusetts or New Hampshire. Data were collected at five time points between entry to early intervention and the child's 10th birthday. Home visits were conducted at each time point and included child assessments, maternal interview, and questionnaires completed independently by both parents. Trajectories in children's development and parental well-being were analyzed using hierarchical linear modeling. Predictor variables were measured at age 3 years when children were exiting early intervention programs. Children's type of disability predicted trajectories of development in cognition, social skills, and daily living skills. Children's type of disability also predicted changes in maternal (but not paternal) child-related and parent-related stress. Beyond type of disability, child self-regulatory processes (notably behavior problems and mastery motivation) and one aspect of the family climate (notably mother-child interaction) were key predictors of change in both child outcomes and parent well-being. A different aspect of the family climate--family relations--also predicted change in child social skills. Parent assets, measured as social support and problem-focused coping, predicted change in maternal and paternal parent-related stress respectively. The implications of these findings for both the science of child development and the policies and practices of developmental intervention are discussed. 相似文献
9.
家庭生态环境与儿童早期数学认知能力 总被引：1，自引：0，他引：1
家庭生态环境是一个包括家庭社会经济地位、父母对儿童发展的认识以及对儿童的知识传递行为等多个方面的复杂系统。运用访谈、问卷、结构观察等多种方法对家庭生态环境与个体早期数学认知能力发展关系的研究表明:(1)家庭社会经济地位、母亲对儿童数学认知能力发展的认识、母亲对数学任务的知觉水平以及母亲对儿童数学知识的传递行为与儿童早期数学认知能力的相关显著;(2)家庭生态环境与儿童早期数学认知能力的多层次关系模型是合理的、可接受的;(3)家庭生态环境中各因素对儿童早期数学认知能力发展的作用方式、作用程度不同,母亲对儿童数学知识的传递行为对其早期数学认知能力发展的作用最为直接、有效。 相似文献
10.
Melissa Fogarty Eric Oslund Deborah Simmons John Davis Leslie Simmons Leah Anderson Nathan Clemens Greg Roberts 《Educational Psychology Review》2014,26(3):425-449
In this experimental study, we examined the effects of a multicomponent reading comprehension intervention in sixth- to eighth-grade English language arts classes with a focus on factors to enhance treatment implementation. We tested the contribution of a theoretically derived fidelity framework that included adherence, quality, dosage, program differentiation, and student responsiveness. The study was conducted in three schools, involving 14 teachers and 859 students. English language arts classes were randomly assigned to the Comprehension Circuit Training intervention (n?=?30) or typical practice comparison (n?=?31) conditions, and all teachers taught in both conditions. Findings indicated that there was no reliable difference between the intervention and typical practice groups on standardized or researcher-developed proximal measures. To investigate the relationship between fidelity and student outcomes, we conducted a confirmatory factor analysis (CFA) to determine the relation of the indicators to a latent fidelity factor. Results of the CFA revealed a single fidelity factor composed of the adherence, quality, dosage, student responsiveness, and program differentiation variables. The fidelity factor was statistically significantly related to outcomes on a standardized comprehension measure (γ?=?.86, p?γ?=?.52, p?相似文献
11.
This longitudinal study examined the relationships among parental autonomy support, student intrinsic life goals (i.e. community feeling), student expectations for long-term educational attainment and later academic performance (measured by GPA) in 227 students in an ethnically and racially diverse high school. Hypotheses were tested with structural equation models, which included gender, parent education and prior GPA as control variables. As self-determination theory suggests, parental autonomy support was indirectly and positively related to academic performance via intrinsic life goals. Intrinsic life goals and student expectations were moderately and positively related and both contributed to growth in academic performance, which suggests that self-determination theory and expectancy-value theory provide additive insight in predicting educational achievement. Fifty per cent of the variance in intrinsic life goals was explained by parental autonomy support and 77% of the variance in later GPA was explained collectively by variables in the study. The way in which student expectations and intrinsic life goals work in concert to promote achievement should be examined in future intervention studies. The significant indirect effect of parental autonomy support on GPA via intrinsic life goals and student expectations suggests that students will benefit from parents fostering intrinsic life goals through autonomy supportive communication. 相似文献
12.
E. Gary Shapiro 《Research in higher education》1990,31(2):135-148
Student evaluations of their classes and instructors are widespread in higher education and have both practical and theoretical importance. This study examined the relationship between class average evaluations and characteristics of the instructor and of the class in an off-campus setting with nontraditional students. A stepwise multiple regression analysis found that four variables—the time format of the class, the number of classes taught in the program by the instructor during the year, whether a term paper was required, and the size of the class—explained 13.5% of the variance in class average evaluations. The addition of average class grade increased the explained variance by 6%. Evaluations were higher in classes taught with more intensive time formats, in classes taught by instructors teaching more frequently in the program, in classes where term papers were required, and in classes with fewer students. Evaluations were also higher in classes where the average class grade was higher. Other course and instructor characteristics had little or no effect on overall class evaluations. The results support the view that nontraditional students react similar to traditional students in their evaluations of their classes. The results also suggest the importance of time format as a factor affecting class evaluations.An earlier version of this paper was presented at Western Psychological and Rocky Mountain Psychological Association Meeting, April 1989. 相似文献
13.
Helen H. Raikes Lori A. Roggman Carla A. Peterson Jeanne Brooks-Gunn Rachel Chazan-Cohen Xiaoyun Zhang Rachel F. Schiffman 《Early childhood research quarterly》2014
Programs to promote children's early development are based on a set of assumptions, explicit or implicit, about intended outcomes and how the program will effect change. The “theories of change” were examined in ten home-based programs in the Early Head Start Research and Evaluation Project (EHSREP), using data collected through multiple interviews with program staff. All home-based programs indicated that parenting outcomes were among their highest three priorities, while only 4 of 10 programs said that child outcomes were in their top priorities. The pattern of outcome differences between randomly-assigned program and control group participants reflected the programs’ theories of change in several ways. Early Head Start home-based programs showed positive impacts on 9 of 9 parenting outcomes, including parental supportiveness, home language and learning supports, emotional responsiveness, and family conflict when children were 24 months of age. Significant program impacts on child cognitive skills (Bayley MDI scores) and social behavior (observed child engagement of parent during play) were found when children were 36 months of age. Mediation analyses showed that the 54% of the program impact on 36-month child cognitive scores was mediated by 24-month program impacts on parental supportiveness, language and learning support, emotional responsiveness, and family conflict, and 47% of the program impact on 36-month child engagement of parent was mediated by 24-month impacts on parental supportiveness, language and cognitive stimulation, and emotional responsiveness. Results from mediation analyses were consistent with these home-based programs’ theories of change, supporting the efficacy of focusing on parent change as a mechanism for child outcomes in home visiting programs. 相似文献
14.
The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed. 相似文献
15.
In the present study, the authors propose a new framework that integrates literature on achievement, supports the testing of novel hypotheses, and stresses the importance of examining a large number of factors in the same study. This framework assumes that high achievement is a function of three categories of factors: (a) opportunity factors (e.g., coursework), (b) propensity factors (e.g., prerequisite skills, motivation), and (c) distal factors (e.g., SES). A secondary analysis of the National Longitudinal Educational Study (NELS:88) using hierarchical regression and structural equation modeling revealed that 58–81% of the variance in achievement was explained by family variables and specific opportunity and propensity factors. The findings are discussed in terms of their potential implications for intervention efforts. 相似文献
16.
Hintermair M 《Journal of deaf studies and deaf education》2006,11(4):493-513
In recent years, empowerment and resource orientation have become vital guidelines for many of the sciences. For the field of deaf education, it is also highly important to look carefully at these guidelines if we are to acquire a better understanding as regards both the situation of the parents involved and the development of the deaf and hard of hearing children themselves. A resource-oriented approach to deaf education has therefore proved especially helpful. If both the theoretical and practical aspects of educating deaf and hard of hearing children are to benefit, research on parental experience with deafness and research on the socioemotional development of the children must always be combined and studied in the context of resource availability. In a study of 213 mothers and 213 fathers of deaf and hard of hearing children, we used an array of different questionnaires (PSI, SDQ, SOC, F-SozU, etc.) to examine the correlation between parental resources, sociodemographic variables, parental stress experience, and child socioemotional problems by way of a path analysis model. The results show that high parental stress is associated with frequent socioemotional problems in the children, thus emphasizing the importance of a resource-oriented consulting and support strategy in early intervention, because parental access to personal and social resources is associated with significantly lower stress experience. Child development seems to profit enormously from a resource-oriented support concept. In addition, the results confirm two earlier findings: parents with additionally handicapped children are especially stressed and the child's communicative competence makes for a more sound prediction than its linguistic medium (spoken language or sign). The path models for mothers and fathers agree in all essential factors. The results are discussed with a view to their meaning for pedagogical practice, and recommendations for further research are given (longitudinal data, more representative samples, cochlear implant). 相似文献
17.
Child development and the PITS: simple questions, complex answers, and developmental theory. Person in the Street 总被引：1，自引：0，他引：1
Horowitz FD 《Child development》2000,71(1):1-10
The enormous popular interest in the field of child development makes it incumbent upon developmental scientists to convey with care the complexity of development lest oversimplified popular accounts gain credibility. Recent attempted models of development do include the range of variables and complexities that need to be accommodated in accounting for development. A model is presented here that incorporates many of the elements of recent models but elaborates on the role of experience in relation to the constitutional, cultural, economic, and social factors that contribute to advantages and disadvantages in children's development. The importance of accommodating data from prior theoretical perspectives and the importance of the contributions from neuroimaging studies are discussed as they are critical for successful theory building in the field of child development. 相似文献
18.
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. 相似文献
19.
Environmental and Genetic Variance in Children's Observed and Reported Maladaptive Behavior 总被引：1，自引：0，他引：1
Leslie D. Leve Allen A. Winebarger Beverly I. Fagot John B. Reid H. Hill Goldsmith 《Child development》1998,69(5):1286-1298
The genetic and environmental contributions to children's maladaptive behavior are assessed in a sample of 154 twin pairs (77 MZ twin pairs and 77 DZ twin pairs), who range in age from 6 to 11 years. To bridge the strengths of behavioral genetic methods and environmental assessment techniques, we use a multimethod, multimeasure approach to data collection, and analyze the data using behavioral genetic modeling techniques. Results indicate that genetic variation accounts for a majority of the variance in parent-reported child maladaptive behavior (average = 62%). One parent-report measure also suggests a smaller, significant contribution of shared environmental variance. In contrast to the parental ratings, the observational coding and global impressions of parent-twin interactive behavior suggest that shared environment is the primary source of variance accounting for parent and child maladaptive behavior. This is due, in part, to the direct influence one's interactive partner has on the expression of maladaptive behavior in an interactive setting. When controlling for the co-participant's behavior, genetic variation increases and shared environmental variation decreases. 相似文献
20.
Mark S. Innocenti Patricia D. Hollinger Colette M. Escobar Karl R. White 《Early education and development》1993,4(4):306-326
The belief that parent involvement is an important aspect of early intervention programs for children with disabilities is widely accepted, but the empirical evidence to support this belief is limited (White, Taylor, & Moss, 1992). Using a randomized experimental design, the present study compared a classroom-based early intervention program with the same program supplemented by a parent involvement component. The parent involvement component consisted of weekly parent meetings focused on (a) training parents to provide additional intervention, (b) providing information on general topics, and (c) providing social support. Outcome data were obtained following intervention and longitudinally on child and family functioning, and on educational outcomes. A cost-effectiveness analysis was completed. With respect to measures of child development and family functioning, there were some small initial effects in favor of the parent involvement group that tended to fade out in later reassessments. However, longitudinal educational outcomes indicate positive effects on child placements and teacher perceptions of the children's functioning in favor of the parent involvement group. The parent involvement component was not immediately cost effective, but may be in the long term. 相似文献