Abstract
The manner in which family-centered capacity-building practices and parenting efficacy beliefs were directly and indirectly related to parent-child interactions and child behavior and development was investigated using meta-analytic structural equation modeling. The participants were 6507 caregivers of young children with identified disabilities and developmental delays in 13 studies. Results showed that capacity-building practices were directly related to parenting efficacy beliefs and indirectly related to parent-child interaction mediated by belief appraisals; parenting efficacy beliefs were directly related to parent-child interactions and indirectly related to child social competence mediated by parenting practices; and parent-child interactions were directly related to both child behavior and child development. Results also indicated these relationships were not moderated by parents’ education, severity of child disability, or frequency of practitioner-parent contacts. Implications for investigating the influences of social and family systems intervention practices on parent, family, and child outcomes of early childhood intervention are described. Key words: Family-centered practices, capacity-building, parenting efficacy, parenting practices, child social behavior, child cognitive development.
Highlights
Childhood intervention involves the experiences afforded infants, toddlers, and preschoolers with identified disabilities or developmental delays and children at-risk for poor developmental outcomes to influence child behavior and development (Groark et al, 2011)
Results showed that capacity-building practices were directly related to parenting efficacy beliefs and indirectly related to parent-child interaction mediated by belief appraisals; parenting efficacy beliefs were directly related to parent-child interactions and indirectly related to child social competence mediated by parenting practices; and parent-child interactions were directly related to both child behavior and child development
Results from the metaanalytic structural equation modeling (MASEM) were consistent with the hypothesized relationships among the variables in the structural equation model (SEM)
Summary
Childhood intervention involves the experiences afforded infants, toddlers, and preschoolers with identified disabilities or developmental delays and children at-risk for poor developmental outcomes to influence child behavior and development (Groark et al, 2011). This type of intervention includes the supports provided by young children’s parents and other caregivers to promote child learning and development (Powell, 1988).
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
