Maternal Behavior Rating Scale Research Articles

Investigation of the Effectiveness of a Relation Based Early Intervention Program on Parent Outputs

ABSTRACT This investigation aims to adapt to Turkish and examine the Keyhole Early Intervention Program’s effectiveness with parents who have children with autism spectrum disorder (ASD) in early childhood. In the study, using parallel pattern approaching mixed research methods, Maternal Behavior Rating Scale- Turkish Version (MBRS-TV) Parenting Stress Index Short Form (PSI-SF), semi-structured interview questions and personal information form were used. The study in which the criterion sample is used in the selection of the study group is pre-experimental. In quantitative data analysis, Friedman’s Two-Way Analysis of Variance and Wilcoxon Signed Ranks test showed that the Keyhole Early Intervention Program increased emotional expressiveness and decreased parental stress.

The impact of children’s attentional behaviour and parent–child interaction on children’s self regulation skills

ABSTRACT This study aims to examine the predictive role of parent–child interaction on children's self-regulation skills during the preschool period. The study was conducted on a sample consisting of 219 children aged 5–6 and their mothers, selected using convenience sampling method. In the research, mothers’ interactions with their children were evaluated using the Maternal Behavior Rating Scale, while children’s interactions with their mothers were assessed using the Child Behavior Rating Scale, and children’s self-regulation skills were evaluated based on performance using the Preschool Self-Regulation Assessment. The findings indicate that interaction elements predicting children’s self-regulation skills at a high and positive level include children’s attention, as well as mothers’ sensitive-responsive behaviors. The interaction element predicting self-regulation skills at a negative level is mothers’ focus on achievement and directive behaviour. In contrast, neither the children’s initiation of interaction nor the mothers’ emotional and expressive behaviors were significant predictors of the children’s self-regulation skills. The results were discussed in light of existing literature and suggestions for future research were provided.

Evaluation of Factors Affecting Hearing Aid Use in Children.

The purpose of this study was to determine the factors affecting hearing aid use in children and investigate how these factors affected their subjective auditory performance. The study was carried out with 34 children aged three to six years who had mild or moderate sensorineural hearing loss and had used a bilateral hearing aid for at least six months. The daily hearing aid usage times of children were collected with the help of data logging software. Parent-child interactions were assessed with the Maternal Behavior Rating Scale (MBRS) and Child Behavior Rating Scale (CBRS) scores. To assess the parents' levels of knowledge about hearing devices, the Hearing Aid Awareness Question Form for Parents, which was prepared by the researchers, was used. Finally, to evaluate the subjective hearing performance of the children, the Parents' Evaluation of Aural/Oral Performance of Children (PEACH) survey was implemented. Strong and significant correlations were found between the MBRS and CBRS scores, the results obtained from some questions in the Hearing Aid Awareness Question Form for Parents, the overall PEACH score, the QUIET subscale score, and the NOISE subscale score (p<0.001). According to the multivariate linear regression analyses, it was observed that the use of the pediatric clip hearing aids holder (question 17) had a significant effect in decreasing both the overall PEACH score (β=-3.07, p=0.008) and the PEACH-NOISE subscale score (β=-1.88, p=0.012). A unit increase in the score given to question 24 of the Hearing Aid Awareness Question Form for Parents (i.e., using the hearing aids longer) caused a 2.35-fold increase in the PEACH-NOISE subscale score, a 1.74-fold increase in the PEACH-QUIET subscale score, and a 4.06-fold increase in the overall PEACH score. Parent-child interaction and parents' knowledge about hearing aid use are important factors affecting hearing aid use in children. These factors also affect the children's subjective auditory performance. Parents should be given detailed information about hearing aid use and be more sensitive and responsive in their interactions with their children.

A Comparison of Mother-Child Interactions in Children with Visual Impairments and Typically Developing Children

The purpose of this study was to compare the mother-child interactions of children with severe visual impairments (SVI), children with low vision (LV), and typically developing children (TD) with their mothers. Children with SVI (n = 20), children with LV (n = 11), and TD children (n = 20) whose ages were between 3 and 6 and their mothers were participated in the study. Mothers child interactions of the participants were video recorded and their interactions were analyzed using Maternal Behavior Rating Scale Turkish Form (MBRS) and Child Behavior Rating Scale Turkish Form (CBRS). Study findings showed that children with SVI had significantly higher scores than TD children in all subscales and items of the CBRS. The mothers of TD children had statistically significant differences in all subscales of the MBRS compared to mothers and children with LV and children with SVI. Findings of the study were discussed within the lights of the current literature conducted in the area of mother child interactions of children with SVI, children with LV, and TD children during early childhood period and suggestions for future research were provided.

Maternal Acceptance–Rejection and Mother–Child Interaction in Turkish Mothers of Children with Developmental Disabilities

The study evaluates the relationship between mothers’ perceptions of being accepted or rejected by their mothers as children and the quality of mother–child interaction in mothers with developmental disabilities. The mothers’ and children’s ages ranged from 25 to 56 (x = 35.05) and 12 to 72 months (x = 52), respectively. A total of 103 children were involved in the study (80 boys and 23 girls); 57 children were diagnosed with autism spectrum disorder and 46 with other developmental disabilities. Parental Acceptance–Rejection Scale / Mother Assessment / Short Form – Turkish Version was administered to the mothers to measure their perceptions of their own maternal acceptance–rejection. The Turkish version of the Maternal Behavior Rating Scale was used to score mothers’ interaction levels with their children with developmental disabilities. The results indicate that mothers generally perceived maternal rejection. The perception of maternal acceptance–rejection differed greatly based on the mother’s number of siblings. The quality of mother–child interaction was significantly affected by the children’s diagnoses. Although a weak and positive correlation was found between mothers’ perception of maternal rejection and the quality of their interaction with their child, this finding was discussed within the context of culture, since effective parenting in Turkish culture tends to be practiced through high level of control and employing discipline.

Ailədə ana-uşaq münasibətlərənən sosial-psixoloji xüsusiyyətləri

The purpose of this research was to study the correlation between a child’s secure attachment and factors of maternal behavior. Sixty mother-child clusters were randomly selected from the groups who had at least one child within the age range of 1-5. The data gathering instruments included two questionnaires: Attachment Q-Sort [AQS] and Maternal Behavior Rating Scale. Prototype and hierarchical regression analysis [stepwise] were used to analyze the collected data. Results showed that there are positive and significant relationships between secure attachment of a child and factors of maternal behavior. Also, the data from the subscales indicated that there are positive and significant relationships between the child’s secure attachment with sensitivity, warmth and joy in the maternal behavior

Comparison of Social Engagement of Children Having Disabilities with Their Mothers and Fathers

This study examined differences between mothers’ and fathers’ style of interaction and engagement with their preschool-aged children with Down syndrome (DS) and autism. Data was collected from a sample of 27 mother–child and 27 father–child dyads in which all the children were diagnosed with DS or autism. Participants were both parents and their children from the same family, which allowed comparisons between the mother and father of the same child. Both parents with their children were video recorded during free-play time with a set of developmentally appropriate toys. All video recordings were analyzed with the Turkish versions of the Maternal Behavior Rating Scale and Child Behavior Rating Scale. Findings revealed that Turkish mothers of children with DS and autism are more responsive than fathers. Additionally, fathers of children with DS scored higher on responsiveness and affect as well as attention and initiation but scored lower on achievement/directive. Both mothers and fathers interact better with children with DS than children with autism in terms of responsiveness associated with the child’s social engagement. Results also indicated that, regardless of whether the child had DS or autism, both the mother’s and father’s level of responsiveness was associated with the child’s engagement.

Des parents co-thérapeutes, une solution gagnante pour le traitement des enfants autistes

ObjectivesThis article aims to report on the effects of an intervention program carried out in a clinical context and destined to parents of autistic children. The program was part of a diagnostic evaluation process and sought to provide parents with essential support as soon as their child was diagnosed. It was also designed to increase their knowledge of autism's particular characteristics. MethodEach of the fourteen families participating in this research had a child aged between two and six years old who had been diagnosed with autism. They were assessed with the Autism Diagnostic Interview-Revised (ADI-R) and the Autism Diagnostic Observation Schedule Generic (ADOS-G) by a team from Rivière-des-Prairies Hospital, in the Montreal area, specialized in Pervasive Developmental Disorder. The specification identified for this study was a quasi-experimental protocol with a pre- and post-test and a non-equivalent control group. The first eight families registered with the clinic were part of the experimental group; the other six formed the control group. The experimental group was composed of six boys and two girls whose average age was 48 months (span: 34–72). The implemented program contained two intervention targets: communication and the child's learning. Five individual sessions of approximately 90 minutes each were provided to each family. A psycho-educator directed activities chosen according to the developmental level of each child. Because one of the objectives of the program was to help parents intervene with their child, they were involved in the intervention each in turn, either by observing or by practising those intervention techniques identified for their child. In order to measure the change in parental practices, the Maternal Behavior Rating Scale was used. This observation table is composed of 12 items assessed with a Likert-type five-point scale, one meaning very low, and five meaning very elevated, evaluating four scales of parental educational practices designed to improve children's development: the parent's response (three items), the parent's animation (five items), the parent's support with the task (two items) and his or her authority (two items). The program's impact with the child was assessed with the Child Behavior Rating Scale, an observation table comprised of two scales recognized as preconditions to children's development: attention (four items) and initiation (two items). These items were assessed by two observers with a Likert-type five-point scale, one meaning very low and five meaning very elevated. Inter-rater coefficients varied between 0.88 and 0.93. ResultsVariance analyses undertaken from the results obtained with the Maternal Behavior Rating Scales and the Child Behavior Rating Scales before and after the intervention showed that both groups improved but that this improvement did not vary significantly from one group to the other. ConclusionsFour elements may help explain the absence of significant results. Firstly, all children except one were recipients of other services during the intervention. Secondly, with regards to the objective of helping parents better understand their child's diagnostic, five 90-minute individual sessions appeared to be sufficient, but obviously that was not the case. Thirdly, there were difficulties with the recruitment and the sample's non-homogeneity. Fourthly, over and above their good psychometric qualities, the two instruments used were not sufficiently attuned to more subtle changes. Finally, we must insist on the importance, especially in human and social sciences, of publishing results considered as negative in as much as those results form an integral part of the scientific process.

Interactions Between Turkish Mothers and Preschool Children With Autism

This study explored the relationship between Turkish mothers' style of interaction and the engagement of their preschool-aged children with autism. Data were collected from fifty mother-child dyads in which all children had diagnoses of autism. Video recordings of mother-child interaction were analyzed using the Turkish versions of the Maternal Behavior Rating Scale and the Child Behavior Rating Scale (O. Diken, 2009 ). Similar to mothers from Western countries, Turkish mothers tended to engage in highly directive interactions with their children. However, a cluster analysis revealed considerable variability in mothers' style of interaction. This included a directive nonengaged style, a directive/achievement-oriented style, and a responsive style of interaction. Children's level of engagement was associated with differences in mothers' style of interaction. Children were least engaged with directive/nonengaged mothers and most engaged with responsive mothers. However, children's engagement was only associated with their mothers' responsiveness, not with their directiveness. Results are discussed in terms of their implications for early intervention.

EFFECTIVENESS OF COGNITIVE-BEHAVIOR TRAINING FOR MOTHERS ON CHANGING MATERNAL BEHAVIOR AND CHILD’S INSECURE ATTACHMENT

Introduction: The purpose of this research was to study the effectiveness of cognitive-behavior training of maternal behavior on changing maternal behavior and child’s insecure attachment style. Method: In this study, a quasi-experimental design with pretest-posttest with experimental and control group was used. The population of this research included Isfahanian mothers that have one child that he/she was upper limit 5 and lower limit 1 years old with insecure attachment style. The sample consisted 40 mothers-children that assigned randomly to experimental and control groups. The data gathering instruments included two questionnaires, Attachment Q-Sort (AQS) and Maternal Behavior Rating Scale. Pre-test administered for rating of maternal behavior and secure attachment in experimental and control group. Then administered 12 sessions of weekly cognitive-behavior training for mothers in experimental group. In the end sessions, after one week, administered post-test for two groups. Results: The results of ANCOVA showed that there is a significant different between scores of maternal behavior and secure attachment in control and experimental group after cognitive-behavior training and in experimental group, maternal behavior and security of child’s attachment was increased. Conclusion: Cognitive-behavior training of maternal behavior was effective on improvement of maternal behavior and creasing score of secure attachment.

Staff interactive style during multisensory storytelling with persons with profound intellectual and multiple disabilities

Multisensory storytelling (MSST) is an individualised activity for people with profound intellectual and multiple disabilities (PIMD) in which a story is being told with an emphasis on sensory experiences and social interaction. MSST is a promising approach, but needs more empirical research evidence. In general, there is a lack of research about staff interaction during specific activities with people with PIMD. In the present study, we explored the possibility to describe staff interactive style during MSST making use of a global coding instrument. Twenty dyads of a person with PIMD and a professional caregiver participated in an observation study. The caregivers received training in MSST and told a multisensory story to their client once a week, for a period of 10 weeks. The first, fifth and last session were recorded on video. Staff interactive style was coded using an adapted version of the Maternal Behavior Rating Scale, with a consensus rating procedure. Professional caregivers scored moderately on the Maternal Behavior Rating Scale. Repeated measures analyses showed no change in time. We did not find a relationship between staff interactive style and client or staff characteristics. The Maternal Behavior Rating Scale contributes to our understanding of staff interactive style during activities with people with PIMD. Specifically for MSST, the moderate scores on the interactive style dimensions were unexpected, because the individualised MSST activity created an optimal situation for high-quality interaction with people with PIMD. Because the interactive style did not improve through the repetition of the activity either, these results might point to a need for staff training in achieving high-quality interaction during activities like MSST.

A Comparison of Motor Behaviors, Interaction, and Playfulness During Mother-Child and Father-Child Play with Children with Motor Delay

The purpose of this investigation was to compare motor behavior, parent-child interactions, and child's playfulness during mother-child and father-child play with children with motor delay. Play sessions of 20 children (ages 7 to 36 months) and their parents were videotaped in the families' homes. Interval recording was used to measure the children's motor behaviors, the parents' handling/positioning, and the children's position of play. The Maternal Behavior Rating Scale and the Test of Playfulness were used to measure the parents' interactive behaviors and children's playfulness, respectively. Mean differences were analyzed using paired t-tests. Children demonstrated similar occurrence of motor behaviors and degree of playfulness when playing with their mothers and their fathers. Mothers and fathers had similar occurrence of carrying their children, using adaptive positioning equipment, and manually positioning their children. Fathers held their children on their lap for a greater proportion of the play intervals compared with mothers. Mothers were more responsive than fathers during the play sessions but both parents demonstrated similar achievement orientation, affect/animation, and directiveness. Children's playfulness was related to their developmental abilities and to parents' responsiveness. Therapists are encouraged to consider the interactive styles of both parents, capitalize on the unique strengths of each parent and child, and partner with parents to promote interactions with their children and children's playfulness.

Relationship of preschool special education outcomes to instructional practices and parent–child interaction

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents’ style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children’s classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies. Based on this analysis, 27 children were classified as receiving developmental instruction; 15 didactic instruction; and 28 naturalistic instruction. Observations of parent–child interaction collected at the beginning and end of the year were classified along four dimensions using the Maternal Behavior Rating Scale: Responsiveness, Affect, Achievement Orientation and Directiveness. Results indicated that the kinds of experiences that children received varied significantly across the three instructional models. However, there were no significant differences in the impact of these instructional models on children’s rate of development. Regression analyses indicated that children’s rate of development at the end of intervention was significantly related to their parents’ style of interaction but was unrelated to the type of instructional model they received.

The Effects of Mother's Style of Interaction on Children's Engagement

This study examined the effects of mothers' style of interaction on children's interactive engagement. The study consisted of a sample of 30 children from Korea, including chronologically age-matched groups of children with disabilities ( n = 13) and children without disabilities ( n = 17). Parents were videotaped while playing with their children with a standard set of developmentally appropriate toys. These observations were coded with the Child Behavior Rating Scale to assess children's engagement and the Maternal Behavior Rating Scale to assess mother's style interaction. Results are described in terms of (a) factors that contribute to children's developmental growth and (b) the kinds of intervention objectives that should be targeted with responsive teaching strategies.

Parent-Child Interaction and Developmental Outcomes in Medically Fragile, High-Risk Children

We examined the relation between parents' responsiveness and directiveness with their 2-year-olds and the children's developmental outcomes at age 5 1/2 in 88 preterm children with intraventricular hemorrhage. At age 2, each participant was videotaped in a free-play setting with the primary caregiver. These videotapes were evaluated and coded using the Maternal Behavior Rating Scale (MBRS) and the Parent/Caregiver Involvement Scale (P/CIS). The Stanford-Binet Intelligence Scale, Fourth Edition (SB-IV) was administered to the children at age 5 1/2. Evidence of statistically and clinically significant relations between interaction at age 2 and development at school age was yielded. Higher rates of responsiveness on all measures were associated with favorable developmental outcomes on the SB-IV. Greater amounts of directiveness on both the MBRS and the P/CIS were related to less favorable developmental outcomes. Findings suggest that the critical aspects of directiveness may lie in the appropriateness of the directives for the individual child and in the manner in which the directives are given. Implications for intervention with parents of medically fragile infants are discussed.

The Relationship of Parent-Child Interaction to the Effectiveness of Early Intervention Services for at-Risk Children and Children with Disabilities

The results from four early intervention evaluation studies are described in relationship to their impact on parent-child interaction as measured by the Maternal Behavior Rating Scale. Intervention studies included the Infant Health and Development Program, the Longitudinal Studies of the Effects and Costs of Alternative Types of Early Intervention, the Play and Learning Strategies Program, and the Family-Centered Outcome study. Results from these analyses indicated that intervention effects on child development were unlikely to occur unless mothers modified their style of interacting with their children. Although these studies indicated that mothers of children who participated in intervention modified several different parameters of interactional style, only their level of responsiveness was positively associated with their children's developmental outcomes. These results are discussed in relationship to child-focused and relationship-focused models of early intervention.

Maternal Education and Maternal Responsiveness as Predictors of Play Competence in Low Birth Weight, Premature Infants

Videotaped play interactions of 182 low birth weight, premature toddlers and their mothers were used to investigate whether a model including maternal responsiveness together with level of maternal education was a better predictor of play maturity scores of the children than a model consisting of education level alone. The videotapes were coded using the responsiveness subscale of the Maternal Behavior Rating Scale. Regression analyses revealed that maternal education alone significantly predicted play scores, accounting for 9% of the variance. However, the model that included both maternal responsiveness and maternal education together also significantly predicted play scores and accounted for 20% of the variance. Including responsiveness together with maternal education significantly increased the proportion of variance accounted for by maternal education alone. Implications of these findings are discussed.

Interrater Reliability of Parent—Infant Interaction Scales

The interrater reliability of three different interaction scales—the Maternal Behavior Rating Scale, the Rating Scales of Mother-Child Interaction, and the Teaching Skills Inventory—were estimated with four different statistical techniques: Pearson correlations, percentages of agreement, comparisons of raters' means, and generalizability theory techniques. The estimates varied widely, both within and across the three interaction scales. The meanings of each statistical approach are discussed, and some suggestions are given to help a researcher decide which approach to use in particular circumstances.

The Maternal Behavior Rating Scale

This investigation presents data on a seven-item short form of the Maternal Behavior Rating Scale, which is a global rating scale designed to assess the quality of maternal interactive behavior with young mentally retarded children. Seven items were used to assess the interactive behavior of a sample of 60 mothers while they were playing with their mentally retarded children who were either 1, 2, or 3 years of age. A factor analysis of the seven items revealed two independent parameters of maternal behavior, child orientedness/pleasure, and control. A least squares regression procedure indicated that the two factors accounted for 20% of the variability in children's level of mental development. These results closely approximated those obtained with the 18-item version of this scale.