Families Of Preschool Children Research Articles

Genetic Aspects of Early Childhood Stuttering

Although stuttering has long been acknowledged as a familial disorder, the nature of a genetic component remains unclear. Most previous data used in genetic studies were obtained primarily from adults who stutter and may be biased in several respects. The purpose of this investigation was to quantify the frequency of stuttering in relatives of preschool-age children who stutter, and who were first seen close to the onset of the disorder. Detailed pedigrees (family trees), including first-, second-, and third-degree relatives, were obtained from parents of 69 children who stuttered. We found, as have previous studies, that more male than female relatives ever stuttered, but that female subjects who stuttered had more female relatives who ever stuttered than did male subjects. In order to identify the genetic model most consistent with the observed patterns of stuttering transmission, we conducted segregation analyses. Results from these analyses suggest that transmission of a single major genetic locus increasing the liability to stuttering best accounts for the transmission of stuttering in families of preschool-age children who stutter.

Clinical Child Assessment in a Family Context

Part H of The Individuals with Disabilities Education Act of 1991 (IDEA), formerly the Education for the Handicapped Act, urges professionals to involve families as true collaborators in the assessment process. The challenge contains implications for child as well as family assessment. In this study, semi-structured interviews were conducted with 102 families of preschool-age children with developmental delays to supplement traditional child assessment data. Four types, or subgroups emerged, reflecting variations in parents' views of the impact of their child on the family's daily routine. These subgroups, in turn, were related to different domains of family adaptation or accommodation. Child impact was not related to developmental test scores, and there was no relationship between total family income or socioeconomic status and accommodation. Utility of the typology for early interventionists is discussed.

Effects of Frequency of Home Visits on Achievement of Preschool Students in a Home-Based Early Childhood Education Program

AbstractThe purpose of this study was to determine whether home visits with families of preschool children affect child achievement, and if so, whether the frequency of home visits makes a difference in the achievement of the children. The results of the 2-year study revealed that preschool children in a home-based early childhood education program whose homes were visited every week did not achieve significantly greater than those children whose homes were visited every 2 weeks. However, children in the program who were visited in their homes, whether every week or every 2 weeks, achieved significantly greater than those students who were tested but otherwise were not a part of the program.