Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents\u2019 social-affective behavior

Carl J Dunst,Deborah W Hamby,Melinda Raab

doi:10.1186/s40723-018-0050-5

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.

Highlights

Transactional models of parent–child interactions posit reciprocal influences between child and parent behavior where parent behavior influences child behavior and child behavior influences parent behavior (Bronfenbrenner 1979; Sameroff 2009a)
Aim of the analyses The purposes of the analyses described in this paper were to evaluate the effects of two contrasting approaches to parent-provided child learning opportunities and the direct and indirect effects of the parenting practices on parents’ social-affective behavior
The children were eligible for participation in the study if they did not demonstrate the ability to use behavior to produce social or non-social environmental consequences based on baseline assessment results

Summary

Introduction

Transactional models of parent–child interactions posit reciprocal influences between child and parent behavior where parent behavior influences child behavior and child behavior influences parent behavior (Bronfenbrenner 1979; Sameroff 2009a). According to Goldberg (1977), parenting confidence and competence are either strengthened or compromised depending on the results of parenting practices. In situations where parenting practices have predictable or desirable consequences, parenting confidence and competence are likely to be strengthened. In situations where parenting practices have unpredictable or undesirable consequences, parenting confidence and competence are likely to be compromised or attenuated. According to Nelson et al (2014), these reciprocal effects help to explain the “psychological mechanisms...that mediate the relationship between parent[ing] and well-being” (pp. 846–847)

Methods

Results

Conclusion