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1.
The belief that parent involvement in early intervention programs increases developmental benefits for children with disabilities and their families is widely accepted. However, very few studies have directly investigated the effects of parent involvement on child and/or family outcomes in a comparative design. For the present study, children in an early intervention program were randomly assigned to either of two groups. One group continued to receive the center- based program, and the other received the center-based program plus a specific parent involvement program. The type of parent involvement most frequently reported in the literature (White,Taylor, & Moss, 1992) was implemented. Weekly parent meetings for 15 weeks focused on teaching parents how to implement intervention at home, provided information on other topics, and facilitated social support. Assessment of child and family functioning took place prior to and immediately after the parent involvement program, as well as longitudinally over a four-year period. No immediate or long-term benefits for the children or their families were found. Findings are compared with findings of other studies. The implications of the findings in evaluating the rationales for this type of parent involvement program are discussed.  相似文献   

2.
A treatment program for families at-risk of abusive or neglectful parenting was described and evaluated. The program combined intervention strategies and concepts based on research on abuse, early intervention, education and social service. Treatment and education for the parent and child were provided in the three services of the program: Home-Based, Family School, and Neighborhood Peer Support Groups. At-risk families were identified by a high-risk stress index. Program evaluation was based on 46 families and their 74 preschool-age children. Data collected were: incidence of child abuse or neglect, family stresses, observations of parent-child interactions, family goal measurement, and developmental testing of the children. A significant reduction occurred in the number of children abused or neglected as compared to a similar high-risk, nonintervention sample. The family stresses were reduced, parent-child interactions improved, and the intellectual decline of the children was prevented. Families who participated in all three services gained the most from the program.  相似文献   

3.
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   

4.
Since 1965, Head Start has stood as a model, two-generational program for promoting developmental competencies among children living in socioeconomic disadvantage for the US and international communities. The cornerstone of Head Start is the promotion of caregivers’ involvement in their young children’s development and early learning. In accomplishing this ambitious goal, Head Start operates from a variety of programming options, one of which is home-based. The home-based Head Start program can occur alone or be combined with a classroom-based program. Relative to its classroom-based counterpart, the home-based program has received little empirical attention. To this end, this study explores the association of home visiting frequency to caregiver involvement as it occurs naturally in a combined Head Start program serving families in small urban communities. The interrelationships of child and family demographics to caregiver involvement as well as participation in the home-based program were also examined. Consistent with prior studies, two-parent families reported greater involvement in the children’s preschool education than other family structures. Additionally, home visiting frequency was higher for Hispanic families relative to African American and Caucasian families. Notably, home visiting frequency did not correspond with families’ report of their involvement with their child at home or preschool or their communication with classroom teachers. Although the exploratory nature of this study does not yield conclusions, it does call attention to the need to empirically investigate the development and integration of evidence-based caregiver involvement interventions in the home-based Head Start program.  相似文献   

5.
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   

6.
There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.  相似文献   

7.
There is widespread agreement that early intervention for children with visual impairments and their families is important and beneficial. However, few con- trolled prospective studies of the effectiveness of various types of early intervention have been completed with these children. This randomized study evaluated the immediate and long-term effects of a comprehensive, weekly homebased intervention for infants and toddlers with visual impairments, compared with a low-intensity treatment through parent group meetings offered approximately 12 times per year. In annual assessments conducted for t h e years after the intervention was begun, there were negligible statistically significant or practical differences between groups based on a variety of measures of child and family functioning. In light of the cost-effectiveness analyses reported, questions are raised about the type of early intervention that should be provided to children with visual impairments.  相似文献   

8.
Research Findings: Home-based involvement—defined as the actions parents take to promote children’s learning outside of school—is often the most efficient way for low-income parents to be involved with their children’s education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for low-income families. This is a notable oversight given established links between parent involvement and children’s educational outcomes. To learn more about this gap, we used data from 220 low-income, urban students to examine associations between 4 dimensions of child temperament—negative reactivity, task persistence, withdrawal/shyness, and motor activity—and home-based parent involvement. Parent–child conflict was also examined as a mechanism explaining associations between dimensions of child temperament and parent involvement. Hierarchical multiple regression analyses revealed that a withdrawn/shy temperament in children predicted lower levels of home-based parent involvement, whereas a task-persistent temperament predicted higher levels of home-based parent involvement. Parent–child conflict partially mediated the relationship between task persistence and home-based parent involvement. Practice or Policy: Results expand understanding of home-based involvement at kindergarten entry in low-income families and illuminate the need to consider child temperament within the context of early intervention programs.  相似文献   

9.
Growing public awareness of the use of donor insemination (DI) to enable infertile couples to become parents has been accompanied by increasing concern regarding the potentially negative consequences for family relationships and child development. Findings are presented from a prospective study of the quality of parenting and psychological adjustment of DI children at age 12. Thirty-seven DI families, 49 adoptive families, and 91 families with a naturally conceived child were compared on standardized interview and questionnaire measures administered to mothers, fathers, children, and teachers. The differences between DI families and the other family types reflected greater expressive warmth of DI mothers toward their children and less involvement in the discipline of their children by DI fathers. The DI children were well adjusted in terms of their social and emotional development. The findings are discussed with respect to the secrecy surrounding DI and the imbalance in genetic relatedness between the parents and the child.  相似文献   

10.
Research Findings: Interpersonal relationships among staff caregivers, parents, and children have been recommended as essential aspects of early childhood intervention. This study explored the associations of these relationships with program outcomes for children and parents in 3 Early Head Start programs. A total of 71 children (8–35 months, M = 20), their parents, and 33 program caregivers participated. The results showed that caregiver–child relationships were moderately positive, secure, and interactive and improved in quality over 6 months, whereas caregiver–parent relationships were generally positive and temporally stable. Caregiver–child relationships were more positive for girls, younger children, and those in home-visiting programs. Caregiver–parent relationships were more positive when parents had higher education levels and when staff had more years of experience, had more positive work environments, or had attained a Child Development Associate credential or associate's level of education rather than a 4-year academic degree. Hierarchical linear modeling analysis suggested that the quality of the caregiver–parent relationship was a stronger predictor of both child and parent outcomes than was the quality of the caregiver–child relationship. There were also moderation effects: Stronger associations of caregiver–parent relationships with observed positive parenting were seen in parents with lower education levels and when program caregivers had higher levels of education. Practice or Policy: The results support the importance of caregiver–family relationships in early intervention programs and suggest that staff need to be prepared to build relationships with children and families in individualized ways. Limitations of this study and implications for program improvements and future research are discussed.  相似文献   

11.
Although there is a widespread belief that increasing the hours of early intervention services for children with disabilities will result in increased benefits for the participating children and their families, there is little research evidence to support this point of view. In this study, young children with disabilities were randomly assigned to receive either one hour per week of early intervention services, or three hours per week. Measures of child and family outcomes over the subsequent five-year period demonstrated no consistent benefits associated with increasing the hours of intervention. Possible reasons for the lack of benefits are discussed in the context of previous research.  相似文献   

12.
Most previous research on parental involvement in children's homework has focused on the pedagogical advantages or disadvantages of school assignments while neglecting the practice in its social context, family life. By studying parent–child homework negotiations in Swedish families, this paper examines how family members position themselves and each other in relation to Swedish discourses on homework and parental involvement. The study shows that parents want their children to do homework independently. It is hard for the parents to take up another subject position than that of a ‘responsible parent’ who helps the child with homework or controls that it is done. Thereby, the child is simultaneously positioned as ‘irresponsible’ whether that is the case or not.  相似文献   

13.
Although there is a widespread belief that increasing the hours of early intervention services for children with disabilities will result in increased benefits for the participating children and their families, there is little research evidence to support this point of view. In this study, young children with disabilities were randomly assigned to receive either one hour per week of early intervention services, or three hours per week. Measures of child and family outcomes over the subsequent five-year period demonstrated no consistent benefits associated with increasing the hours of intervention. Possible reasons for the lack of benefits are discussed in the context of previous research.  相似文献   

14.
Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses.  相似文献   

15.
Persistent disparities exist between African American children and their European American counterparts across developmental domains. Early childhood intervention may serve to promote more positive outcomes among African American children. The current study examined whether and how the Early Head Start (EHS) program benefited African American children at the end of the program, when they were 36 months of age, as well as the parenting these children experienced and how this affected their developmental outcomes. The data show a wide and strong pattern of impacts of EHS for African American children and families. Path analysis yielded findings that suggested a direct effect of EHS on specific child outcomes and parenting processes within this group of African American families. Parental supportiveness and cognitive stimulation emerged as important direct influences on African American children's outcomes and as pathways through which Early Head Start benefits these children. These findings are discussed in the context of early childhood intervention practice.  相似文献   

16.
Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying.  相似文献   

17.
This study assessed parent–child and family-related stress at two points of time and analysed relationships between stress, child and family characteristics and parent satisfaction with early intervention services. In Germany, 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment responded to a questionnaire. Eighty-seven parents agreed to participate in the second survey. Results indicated that (a) perceived parenting competence is associated with general self-efficacy and satisfaction with professional support, (b) parent–child interactional stress increased with time, specifically in families with children with intellectual disability or visual impairment, (c) the level of satisfaction with amount and quality of family support was low in a considerable subgroup of parents, (d) regression analyses support predictive relationships among parent–child stress, family-related stress, perceived parenting competence and satisfaction with early intervention services.  相似文献   

18.
Initial intervention processes for children with intellectual disabilities (IDs) largely focused on direct efforts to impact core cognitive and academic deficits associated with the diagnosis. Recent research on risk processes in families of children with ID, however, has influenced new developmental system approaches to early intervention. Recent risk and resilience processes are reviewed that connect stress, family process, and the high rates of behavioral problems in children with ID that have substantial influence on child and family outcomes. These models are linked to emerging evidence‐based intervention processes that focus on strategic parent skill training and mindfulness interventions that reduce parental stress and create indirect benefits for children's behavioral competencies. A family‐focused developmental systems approach (M. J. Guralnick, 2011) is emphasized.  相似文献   

19.
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

20.
A randomized experiment was conducted to test the effects of the Comprehensive Child Development Program (CCDP), a two-generation program that employed case management and home visiting to ensure multi-risk, low-income children and their parents a range of education, health, and social services to meet the complex needs of disadvantaged families. The evaluation of 21 CCDP projects, which followed 4,410 families for five years, found no statistically significant impact on CCDP families when they were compared with control families in either child outcomes (cognitive and socio-emotional development, and health) on parent outcomes (parenting, family economic self-sufficiency, or maternal life course). Since the intervention failed to change parenting behavior or family economic status, the two hypothesized pathways to affecting the well-being of the children, not unexpectedly there were no significant impacts of CCDP on children. The study suggests that the combination of case management and parenting education, delivered through home visits, is not an effective means of improving developmental outcomes for low-income children.  相似文献   

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