Effects of Contrasting Approaches to the Response-Contingent Learning of Young Children with Significant Developmental Delays on Parents' Social-Affective Behavior

Autor/inn/en	Dunst, Carl J.; Raab, Melinda; Hamby, Deborah W.
Titel	Effects of Contrasting Approaches to the Response-Contingent Learning of Young Children with Significant Developmental Delays on Parents' Social-Affective Behavior
Quelle	In: International Journal of Child Care and Education Policy, 12 (2018), Artikel 12 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-018-0050-5
Schlagwörter	Contingency Management; Young Children; Developmental Disabilities; Parent Child Relationship; Affective Behavior; Learning; Multiple Disabilities; Intervention; Child Behavior; Parents as Teachers; Competence; Well Being + Suchen Sie Ihr Suchwort? Krisenbewältigung; Frühe Kindheit; Entwicklungsstörung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Lernen; Multiple disability; Mehrfachbehinderung; Kompetenz; Well-being; Wellness; Wohlbefinden
Abstract	The purpose of the analyses described in this report was to evaluate both the effects of two contrasting approaches to parent-provided child learning opportunities and the direct and indirect effects on both proximal and distal parent social-affective behavior and verbal appraisals. The participants were 71 children with significant developmental delays or multiple disabilities randomly assigned to an intervention that employed practices that either built on existing child behavior (asset-based practices) or focused on teaching children missing or delayed skills (needs-based practices). Findings showed that the asset-based intervention was associated with more parent-provided child learning opportunities and more child response-contingent behaviors, both of which were related to changes in parent proximal and distal social-affective behavior. Results indicated that parent efforts to promote child learning that built on existing child behavior had value-added influences on parents' sense of competence and psychological well-being manifested in terms of behavior indicators of affective gratification. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11