Pub Date : 2019-10-01DOI: 10.1097/IYC.0000000000000150
Beth K. Elenko
The State University of New York (SUNY) Downstate's occupational therapy (OT) Program has worked over the last decade and a half providing advanced training in early intervention (EI) through 3 OT programs for practicing and preservice occupational therapists. There are many challenges in the preparation of entry-level practitioners to work effectively using family-centered best practices. This article describes a family partnership experience (FPE), which is part of SUNY Downstate's advanced training in EI. This article outlines the evolution of our FPE through 3 advanced training programs. In these FPEs, the OT students spend time with families who receive EI during their daily lives. Students complete assignments to identify the families' priorities and concerns, understand roles and routines, and assist families to access community resources. Through this FPE, students learn about the family's perspective. This article presents quantitative and qualitative data of the FPE through students' report in course evaluations, pre- and post–self-assessed competency, and informal interviews over the 3 higher education OT programs.
{"title":"Preparing Occupational Therapists for Effective Family-Centered Best Practice in Early Intervention","authors":"Beth K. Elenko","doi":"10.1097/IYC.0000000000000150","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000150","url":null,"abstract":"The State University of New York (SUNY) Downstate's occupational therapy (OT) Program has worked over the last decade and a half providing advanced training in early intervention (EI) through 3 OT programs for practicing and preservice occupational therapists. There are many challenges in the preparation of entry-level practitioners to work effectively using family-centered best practices. This article describes a family partnership experience (FPE), which is part of SUNY Downstate's advanced training in EI. This article outlines the evolution of our FPE through 3 advanced training programs. In these FPEs, the OT students spend time with families who receive EI during their daily lives. Students complete assignments to identify the families' priorities and concerns, understand roles and routines, and assist families to access community resources. Through this FPE, students learn about the family's perspective. This article presents quantitative and qualitative data of the FPE through students' report in course evaluations, pre- and post–self-assessed competency, and informal interviews over the 3 higher education OT programs.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"36 1","pages":"270 - 279"},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86548474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.1097/IYC.0000000000000148
K. Cosgrove, Linda Gilkerson, A. Leviton, M. Mueller, C. Norris-Shortle, Marcia Gouvêa
A strong relationship between parents and professionals is essential to successful early intervention. Yet, programs struggle to engage families in services. This article describes a successful pilot project to strengthen parent/professional relationships for families with children with disabilities living in a high-poverty urban area. Early intervention (EI) providers were trained to use the FAN (Facilitating Attuned Interactions) approach to increase their attunement to parent concerns and capacity to collaborate with parents during early intervention therapy sessions. Over the pilot project, the providers felt more empathic with parents, more collaborative, and more effective and satisfied in their roles. FAN is a promising approach and practical tool to strengthen relationships between parents and professionals in EI.
{"title":"Building Professional Capacity to Strengthen Parent/Professional Relationships in Early Intervention: The FAN Approach","authors":"K. Cosgrove, Linda Gilkerson, A. Leviton, M. Mueller, C. Norris-Shortle, Marcia Gouvêa","doi":"10.1097/IYC.0000000000000148","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000148","url":null,"abstract":"A strong relationship between parents and professionals is essential to successful early intervention. Yet, programs struggle to engage families in services. This article describes a successful pilot project to strengthen parent/professional relationships for families with children with disabilities living in a high-poverty urban area. Early intervention (EI) providers were trained to use the FAN (Facilitating Attuned Interactions) approach to increase their attunement to parent concerns and capacity to collaborate with parents during early intervention therapy sessions. Over the pilot project, the providers felt more empathic with parents, more collaborative, and more effective and satisfied in their roles. FAN is a promising approach and practical tool to strengthen relationships between parents and professionals in EI.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"25 1","pages":"245 - 254"},"PeriodicalIF":1.1,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74573572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-11DOI: 10.1097/IYC.0000000000000226
Alicia Azzano, Rebecca Ward, T. Vause, Maurice A. Feldman
Interventions for young children at risk for autism spectrum disorder (ASD) may improve key developmental skills and remediate early ASD signs. Parents of 3 children (19, 23, and 26 months old) showing possible early signs of ASD participated. The Parent Observation of Early Markers Scale (POEMS) identified specific child concerns confirmed in baseline observations. Multiple baseline designs across parent and child behaviors evaluated a parent-mediated behavioral intervention, called Parent Intervention for Children At-Risk for Autism (PICARA), to increase targeted developmental skills (e.g., responding to name, imitation, requesting). Parents received individual behavioral skills training in their home 1 hr per week over 12, 18, and 29 sessions, respectively, based on the number of child skills trained and child performance. All parent and child skills improved and were maintained at the 46-, 12-, and 6-week follow-up periods, respectively. With training, parents of young children at risk for ASD may be able to improve child skills deficits often seen in children with ASD.
{"title":"Parent-Mediated Targeted Intervention for Young Children at Risk for Autism Spectrum Disorder","authors":"Alicia Azzano, Rebecca Ward, T. Vause, Maurice A. Feldman","doi":"10.1097/IYC.0000000000000226","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000226","url":null,"abstract":"Interventions for young children at risk for autism spectrum disorder (ASD) may improve key developmental skills and remediate early ASD signs. Parents of 3 children (19, 23, and 26 months old) showing possible early signs of ASD participated. The Parent Observation of Early Markers Scale (POEMS) identified specific child concerns confirmed in baseline observations. Multiple baseline designs across parent and child behaviors evaluated a parent-mediated behavioral intervention, called Parent Intervention for Children At-Risk for Autism (PICARA), to increase targeted developmental skills (e.g., responding to name, imitation, requesting). Parents received individual behavioral skills training in their home 1 hr per week over 12, 18, and 29 sessions, respectively, based on the number of child skills trained and child performance. All parent and child skills improved and were maintained at the 46-, 12-, and 6-week follow-up periods, respectively. With training, parents of young children at risk for ASD may be able to improve child skills deficits often seen in children with ASD.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"50 1","pages":"320 - 338"},"PeriodicalIF":1.1,"publicationDate":"2019-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77804639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1097/IYC.0000000000000143
D. Adams, Deb Keen, H. Heussler, Rachelle Wicks, Jacqueline Roberts
Early childhood intervention (ECI) services for children on the autism spectrum commonly espouse a family-centered approach but outcomes studies often focus solely upon the child. Mothers of 96 children on the spectrum (aged 4–5 years) completed a measure of access to ECI and the Family Outcomes Survey—Revised. Family outcomes after ECI were generally positive, although a notable proportion of mothers rated that their child still did not participate in social, recreational, or religious activities that they would want to (15.6%) and that as parents, they did not know about post-ECI options (14.6%). Family outcomes and perceived helpfulness of ECI did not differ with demographic data with the exception of Accessing the community subscale, which was significantly higher in families with incomes above AUD$80,000.
{"title":"Family Outcomes for Families of 4–5-Year-Old Children on the Autism Spectrum Who Have Received Early Childhood Intervention in Australia","authors":"D. Adams, Deb Keen, H. Heussler, Rachelle Wicks, Jacqueline Roberts","doi":"10.1097/IYC.0000000000000143","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000143","url":null,"abstract":"Early childhood intervention (ECI) services for children on the autism spectrum commonly espouse a family-centered approach but outcomes studies often focus solely upon the child. Mothers of 96 children on the spectrum (aged 4–5 years) completed a measure of access to ECI and the Family Outcomes Survey—Revised. Family outcomes after ECI were generally positive, although a notable proportion of mothers rated that their child still did not participate in social, recreational, or religious activities that they would want to (15.6%) and that as parents, they did not know about post-ECI options (14.6%). Family outcomes and perceived helpfulness of ECI did not differ with demographic data with the exception of Accessing the community subscale, which was significantly higher in families with incomes above AUD$80,000.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"14 1","pages":"186 - 200"},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81797609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1097/IYC.0000000000000144
Yi-Ling Pan, A. Hwang, R. Simeonsson, Lu Lu, H. Liao
Supplemental Digital Content is Available in the Text. The International Classification of Functioning, Disability and Health (ICF) offers a universal language of codes to document childhood functioning. The ICF-CY Code Set for Infants with Early Delay and Disabilities (EDD Code Set) has been developed to facilitate the practical application of the ICF for children. The purpose of this study was to examine the utility of the EDD Code Set by exploring the linkage between ICF and children's assessment reports. We reviewed 30 Comprehensive Assessment Reports (CAR) for children with developmental delay (DD), aged 9–34 months in a joint evaluation center. Meaningful concepts in compulsory and supplementary sections of the CAR were identified and linked to the EDD Code Set. Linkage was measured by (a) number of linked codes and (b) average of code-only and code-with-qualifier percentages. Content in the CAR was linked to 72 of the 82 EDD codes with more codes linked from the supplementary (71) than the compulsory section (58). The largest proportion of linked codes was activities and participation (85%). The EDD Code Set can be used to examine the ICF linkage of pediatric assessment reports and guide future development or revision of pediatric documentation and participation-based intervention.
{"title":"Utility of the Early Delay and Disabilities Code Set for Exploring the Linkage Between ICF-CY and Assessment Reports for Children With Developmental Delay","authors":"Yi-Ling Pan, A. Hwang, R. Simeonsson, Lu Lu, H. Liao","doi":"10.1097/IYC.0000000000000144","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000144","url":null,"abstract":"Supplemental Digital Content is Available in the Text. The International Classification of Functioning, Disability and Health (ICF) offers a universal language of codes to document childhood functioning. The ICF-CY Code Set for Infants with Early Delay and Disabilities (EDD Code Set) has been developed to facilitate the practical application of the ICF for children. The purpose of this study was to examine the utility of the EDD Code Set by exploring the linkage between ICF and children's assessment reports. We reviewed 30 Comprehensive Assessment Reports (CAR) for children with developmental delay (DD), aged 9–34 months in a joint evaluation center. Meaningful concepts in compulsory and supplementary sections of the CAR were identified and linked to the EDD Code Set. Linkage was measured by (a) number of linked codes and (b) average of code-only and code-with-qualifier percentages. Content in the CAR was linked to 72 of the 82 EDD codes with more codes linked from the supplementary (71) than the compulsory section (58). The largest proportion of linked codes was activities and participation (85%). The EDD Code Set can be used to examine the ICF linkage of pediatric assessment reports and guide future development or revision of pediatric documentation and participation-based intervention.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"27 1","pages":"215 - 227"},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74610235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1097/IYC.0000000000000145
N. Waschl, Huichao Xie, Mo Chen, K. Poon
Family quality of life (FQoL) constitutes an important aspect of early intervention. However, the culture bound nature of this construct necessitates validation of FQoL measures when being used in a culture different from the one in which they were developed. This study sought to understand the psychometric properties and construct validity of the Beach Center FQoL (BCFQoL) scale in Singapore. Data from 307 caregivers of children in an early intervention program were used. These caregivers completed the BCFQoL scale and external validity measures of family outcomes, psychological distress, and life situation. Confirmatory factor analysis and correlations were used to examine the factor structure and convergent and discriminant validity of the BCFQoL scale. Results indicated support for 5 FQoL dimensions and a higher-order FQoL factor. External convergent and discriminant validity, as well as internal statistical discriminant validity of the individual BCFQoL dimensions were supported. Despite evidence of internal statistical discriminant validity, there was little variation in the strength of the relationships between individual BCFQoL dimensions and the various external validity measures. Overall, the results of this study support the use of the BCFQoL scale as a valid measure of FQoL in Singapore.
家庭生活质量(FQoL)是早期干预的重要方面。然而，这种结构的文化约束性质需要在不同文化中使用FQoL测量时进行验证。本研究旨在了解新加坡Beach Center FQoL (BCFQoL)量表的心理测量特性和构建效度。数据来自307名儿童早期干预项目的照顾者。这些照顾者完成BCFQoL量表和家庭结局、心理困扰和生活状况的外部效度测量。采用验证性因子分析和相关分析对BCFQoL量表的因子结构、收敛效度和判别效度进行检验。结果支持5个FQoL维度和一个高阶FQoL因子。BCFQoL各维度的外部收敛效度和判别效度以及内部统计判别效度均得到支持。尽管存在内部统计判别效度的证据，但BCFQoL个体维度与各种外部效度测量之间的关系强度几乎没有变化。总体而言，本研究的结果支持在新加坡使用BCFQoL量表作为FQoL的有效测量。
{"title":"Construct, Convergent, and Discriminant Validity of the Beach Center Family Quality of Life Scale for Singapore","authors":"N. Waschl, Huichao Xie, Mo Chen, K. Poon","doi":"10.1097/IYC.0000000000000145","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000145","url":null,"abstract":"Family quality of life (FQoL) constitutes an important aspect of early intervention. However, the culture bound nature of this construct necessitates validation of FQoL measures when being used in a culture different from the one in which they were developed. This study sought to understand the psychometric properties and construct validity of the Beach Center FQoL (BCFQoL) scale in Singapore. Data from 307 caregivers of children in an early intervention program were used. These caregivers completed the BCFQoL scale and external validity measures of family outcomes, psychological distress, and life situation. Confirmatory factor analysis and correlations were used to examine the factor structure and convergent and discriminant validity of the BCFQoL scale. Results indicated support for 5 FQoL dimensions and a higher-order FQoL factor. External convergent and discriminant validity, as well as internal statistical discriminant validity of the individual BCFQoL dimensions were supported. Despite evidence of internal statistical discriminant validity, there was little variation in the strength of the relationships between individual BCFQoL dimensions and the various external validity measures. Overall, the results of this study support the use of the BCFQoL scale as a valid measure of FQoL in Singapore.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"5 1","pages":"201 - 214"},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84187595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.1097/IYC.0000000000000146
Coral Kemp, J. Stephenson, M. Cooper, K. Hodge
A multiple-probe design across participants was used to investigate the effect of a peer-mediated intervention on the turn-taking behavior of 3 children with autism spectrum disorder (ASD) attending inclusive childcare centers. An educator trained peers to support the child with a disability to take turns playing a game on an iPad. The educator was also available to provide coaching for the peer when needed. An intervention effect was demonstrated for each of the children, and 2 were able to demonstrate maintenance of the skill when the training and coaching procedures were not implemented by the educator. Although some elements of the treatment procedures were not consistently applied by the educators or typical peers, the intervention was sufficiently robust to enable the children with ASD to improve their turn-taking skills.
{"title":"The Use of Peer Mediation and Educator Facilitation to Promote Turn Taking in Young Children With Autism Spectrum Disorder in Inclusive Childcare","authors":"Coral Kemp, J. Stephenson, M. Cooper, K. Hodge","doi":"10.1097/IYC.0000000000000146","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000146","url":null,"abstract":"A multiple-probe design across participants was used to investigate the effect of a peer-mediated intervention on the turn-taking behavior of 3 children with autism spectrum disorder (ASD) attending inclusive childcare centers. An educator trained peers to support the child with a disability to take turns playing a game on an iPad. The educator was also available to provide coaching for the peer when needed. An intervention effect was demonstrated for each of the children, and 2 were able to demonstrate maintenance of the skill when the training and coaching procedures were not implemented by the educator. Although some elements of the treatment procedures were not consistently applied by the educators or typical peers, the intervention was sufficiently robust to enable the children with ASD to improve their turn-taking skills.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"43 1","pages":"151 - 171"},"PeriodicalIF":1.1,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81444896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.1097/IYC.0000000000000136
S. Mayes
Brief, clinically feasible instruments are needed to assess autism spectrum disorder (ASD) in toddlers and preschoolers so that children can access early evidence-based intervention. Study purposes were to (1) compare scores on the 30-item Checklist for Autism Spectrum Disorder (CASD) and 6-item CASD-Short Form (CASD-SF) for toddlers and preschoolers and older children with ASD to determine whether scores differed by age and (2) establish sensitivity and specificity for the CASD and CASD-SF for toddlers and preschoolers. Samples were 1,266 children with ASD 1–17 years of age, 97 toddlers and preschoolers with diagnoses other than ASD, and 65 typical toddlers and preschoolers. CASD and CASD-SF scores were somewhat higher for toddlers and preschoolers than for older children with ASD, indicating that young children were not at increased risk for being missed. All toddlers and preschoolers with ASD had CASD scores in the autism range, and 99.7% had CASD-SF scores in the autism range. CASD and CASD-SF scores correctly identified 100% and 96.9% of typical toddlers and preschoolers and 100% and 96.2% of toddlers and preschoolers with disorders other than ASD, respectively, as not having ASD. Results demonstrate high CASD and CASD-SF sensitivity and specificity for toddlers and preschoolers.
{"title":"Assessing Toddlers and Preschool Children Using the Checklist for Autism Spectrum Disorder","authors":"S. Mayes","doi":"10.1097/IYC.0000000000000136","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000136","url":null,"abstract":"Brief, clinically feasible instruments are needed to assess autism spectrum disorder (ASD) in toddlers and preschoolers so that children can access early evidence-based intervention. Study purposes were to (1) compare scores on the 30-item Checklist for Autism Spectrum Disorder (CASD) and 6-item CASD-Short Form (CASD-SF) for toddlers and preschoolers and older children with ASD to determine whether scores differed by age and (2) establish sensitivity and specificity for the CASD and CASD-SF for toddlers and preschoolers. Samples were 1,266 children with ASD 1–17 years of age, 97 toddlers and preschoolers with diagnoses other than ASD, and 65 typical toddlers and preschoolers. CASD and CASD-SF scores were somewhat higher for toddlers and preschoolers than for older children with ASD, indicating that young children were not at increased risk for being missed. All toddlers and preschoolers with ASD had CASD scores in the autism range, and 99.7% had CASD-SF scores in the autism range. CASD and CASD-SF scores correctly identified 100% and 96.9% of typical toddlers and preschoolers and 100% and 96.2% of toddlers and preschoolers with disorders other than ASD, respectively, as not having ASD. Results demonstrate high CASD and CASD-SF sensitivity and specificity for toddlers and preschoolers.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"34 1","pages":"99–106"},"PeriodicalIF":1.1,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82498721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-01DOI: 10.1097/IYC.0000000000000138
Lixin Ren, Aileen S. Garcia, Jan M. Esteraich, Amy Encinger, H. Raikes, I. Acar
The demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent–child relationships and preschool-aged children's social-emotional functioning in the context of low-income families in the United States. We also explored how the relations between the two were moderated by parental nativity, specifically focusing on parents born in the United States and those who were born in Mexico and emigrated to the United States. The sample included 199 preschool children enrolled in Educare/Head Start programs and their parents, with 134 of the parents born in the United States and 65 born in Mexico. Parents reported parent–child closeness and conflict. Teachers reported children's social-emotional strengths and behavioral concerns. Assessors evaluated children's executive function and behavior regulation using structured tasks. The results showed that more parent–child conflict was related to more behavioral concerns and lower levels of executive function among children with U.S.-born parents but not among those with Mexico-born parents. The study suggests that the role of parenting in child social-emotional functioning may vary depending on cultural backgrounds among low-income families.
{"title":"Parent–Child Relationships and Preschoolers' Social-Emotional Functioning Among Low-Income Families: The Moderating Role of Parental Nativity","authors":"Lixin Ren, Aileen S. Garcia, Jan M. Esteraich, Amy Encinger, H. Raikes, I. Acar","doi":"10.1097/IYC.0000000000000138","DOIUrl":"https://doi.org/10.1097/IYC.0000000000000138","url":null,"abstract":"The demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent–child relationships and preschool-aged children's social-emotional functioning in the context of low-income families in the United States. We also explored how the relations between the two were moderated by parental nativity, specifically focusing on parents born in the United States and those who were born in Mexico and emigrated to the United States. The sample included 199 preschool children enrolled in Educare/Head Start programs and their parents, with 134 of the parents born in the United States and 65 born in Mexico. Parents reported parent–child closeness and conflict. Teachers reported children's social-emotional strengths and behavioral concerns. Assessors evaluated children's executive function and behavior regulation using structured tasks. The results showed that more parent–child conflict was related to more behavioral concerns and lower levels of executive function among children with U.S.-born parents but not among those with Mexico-born parents. The study suggests that the role of parenting in child social-emotional functioning may vary depending on cultural backgrounds among low-income families.","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"14 1","pages":"123–138"},"PeriodicalIF":1.1,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77006663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-01-01DOI: 10.1007/978-3-030-10635-5_1
Rachel Stein, Wanjikũ F. M. Njoroge, D. M. Dunn
{"title":"Introduction Assessment in Early Childhood","authors":"Rachel Stein, Wanjikũ F. M. Njoroge, D. M. Dunn","doi":"10.1007/978-3-030-10635-5_1","DOIUrl":"https://doi.org/10.1007/978-3-030-10635-5_1","url":null,"abstract":"","PeriodicalId":47099,"journal":{"name":"Infants & Young Children","volume":"89 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80389581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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