Measure Of Maternal Sensitivity Research Articles

A challenge to the expected: Lack of longitudinal associations between the early caregiving environment, executive functions in toddlerhood, and self-regulation at 6 years.

Previous research and theory indicate an importance of the quality of the early caregiving environment in the development of self-regulation. However, it is unclear how attachment security and maternal sensitivity, two related but distinct aspects of the early caregiving environment, may differentially predict self-regulation at school start and whether a distinction between hot and cool executive function is informative in characterizing such predictions through mediation. In a 5-year longitudinal study (n=108), we examined these associations using measures of maternal sensitivity and attachment security at 10-12 months, executive function at 4 years, and self-regulation at 6 years. Surprisingly, and despite methodological rigor, we found few significant bivariate associations between the study variables. We found no credible evidence of a longitudinal association between maternal sensitivity or attachment security in infancy and self-regulation at 6 years, or between executive function at 4 years and self-regulation at 6 years. The lack of bivariate longitudinal associations precluded us from building mediation models as intended. We discuss our null findings in terms of their potential theoretical implications, as well as how measurement type, reliability, and validity, may play a key role in determining longitudinal associations between early caregiving factors and later self-regulation and related abilities. RESEARCH HIGHLIGHTS: The early caregiving environment has been implicated in the development of later self-regulation, which includes more basic skills, such as hot and cool executive functions (EF). In a 5-year longitudinal study, with a sample of 108 children, we rigorously measured aspects of early caregiving, EF, and self-regulation. We found no significant longitudinal associations between early caregiving and self-regulation at 6 years, nor between EF at 4 years and self-regulation at 6 years. These null results highlight the complexity of modeling self-regulation development and raise critical questions about general methodological conventions within self-regulation development research.

Comparing two measures of maternal sensitivity: goodness of fit with a South African cultural context

ABSTRACTRecent scholarly insights show that nonverbal and subtle forms of sensitive responsiveness are more applicable to describing and assessing non-Western parent–infant interactions than the more extraverted Western varieties of responsiveness. This paper examines whether the original Ainsworth scale (that does not specify particular manifestations of sensitivity) reveals different patterns of results in 50 South African mothers when compared to the Maternal Behavior Q-sort mini that assesses a more specified array of behaviors that may vary in their goodness of fit regarding the cultural context. The analysis reveals that there are key differences in the way the two measures operationalize maternal sensitivity, as seen in the incongruence of sensitivity ratings. The two measures are also shown to relate differently to maternal education and reflective functioning in this sample. The paper concludes that the Ainsworth sensitivity scale is better suited for use in the context of Alexandra Township, Johannesburg.

Infant Regulatory Problems and Obesity in Early Childhood

ObjectiveDifficult infant temperament is associated with higher weight status in infancy. However, the association of infant temperament, including regulatory capacities, has not been well studied as a possible predictor of future weight status in early childhood. We examined prospective associations of infant regulatory difficulties with obesity in early childhood in a large, diverse cohort. MethodsWe used data from 5750 children in the Early Childhood Longitudinal Study—Birth Cohort, excluding preterm infants and infants small or large for gestational age. Infant regulatory ability was measured at age 9 months by the Infant Toddler Symptom Checklist (ITSC). We created a multivariable logistic regression model comparing risk of obesity at preschool age in infants with ITSC scores ≥6 to infants with scores <6. We further examined the association when stratified by a measure of maternal sensitivity. ResultsThe cohort of children was 48% non-Hispanic white, and 51% were boys. Twenty-one percent of children with ITSC scores ≥6 were obese at preschool age. Infants with ITSC scores ≥6 had 32% increased odds of being obese at preschool age (adjusted odds ratio 1.32 [95% confidence interval 1.03, 1.70]). The strongest association existed among children described as demanding attention constantly. There was no difference in the association when comparing mothers with high or low maternal sensitivity. ConclusionsInfant regulatory difficulties are associated with a higher risk of obesity at preschool age. Helping parents manage and respond to difficult infant behaviors before preschool may serve as a focal point for future interventions.

THE WORKING MODEL OF THE CHILD INTERVIEW: STABILITY OF THE DISRUPTED CLASSIFICATION IN A COMMUNITY INTERVENTION SAMPLE.

The Working Model of the Child Interview (WMCI; C.H. Zeanah, D. Benoit, & M.L.Barton, 1986) assesses caregiver internal representation of his or her child and the relationship with the child, with a relatively new coding system for representations associated with disorganized attachment-WMCI-Disrupted (WMCI-D; A. Crawford & D. Benoit, 2009). In the present study, we investigated the stability of the WMCI-D classification using a sample of 62 mothers who completed the WMCI twice as part of their involvement in a randomized trial comparing an attachment-focused parent group to home visiting. Demographic information and measures of maternal sensitivity, parenting stress, and infant attachment also were obtained in the randomized trial. There was significant concordance between WMCI-D classifications over 8 months (from pretest to follow-up) (90% agreement; κ = .79), with 61% of mothers remaining disrupted, 29% remaining not-disrupted, 8% becoming disrupted, and 2% becoming not-disrupted. Compared to mothers with not-disrupted representations, mothers classified as disrupted had lower socioeconomic status, more parenting stress, and infants with less attachment security, ps < .05. These results suggest that the WMCI-D classification is stable over 8 months during infancy. The findings are consistent with research demonstrating stability for disorganized/unresolved/disrupted classifications, the validity of the WMCI-D classification, and the lack of intervention impact on disorganized attachment.

Maternal sensitivity to infants in various settings predicts harsh discipline in toddlerhood

In a longitudinal study with 73 mothers and their second-born child, stability and main-level differences between measures of maternal sensitivity across settings and over time were examined. Furthermore, the predictability of harsh discipline by these different maternal sensitivity measures was studied. Maternal sensitivity was assessed at three and six months during bathing, free play on mother's lap and the baseline and reunion episode of the Still Face Paradigm (SFP; Tronick, Als, Adamson, Wise, & Brazelton, 1978). Harsh discipline was observed during three home visits in the second year of life. Results showed a single underlying factor for all maternal sensitivity settings at both time points and significant stability over time. Harsh discipline was predicted by maternal sensitivity at three months, which was fully mediated by maternal sensitivity at six months. Early failure to respond appropriately to infant signals is an important indicator of risk for future harsh parenting.

Maternal sensitivity throughout infancy: Continuity and relation to attachment security

Relations among different measures of maternal sensitivity were assessed longitudinally by examining maternal behavior when infants were 4 months, 15 months, and 2.5 years. At each time period, two measures of maternal sensitivity were scored (4 months: maternal vocal and smiling contingency in face-to-face interactions; 15 months: maternal scaffolding and following of infants’ play within joint attention; 2.5 years: maternal facilitative and collaborative play within joint attention). When infants were 2.5 years, attachment security was assessed. Mothers’ scores on each maternal sensitivity measure within each time period were correlated with their maternal sensitivity scores in another time period, suggesting individual measures of maternal sensitivity were tapping similar aspects across the time periods. Maternal vocal contingency at 4 months was the strongest predictor of infants’ attachment security over 2 years later.

Maternal Sensitivity and Communication Styles

Women living in poverty are at increased risk for depression, especially during their childbearing years. Whereas poverty has known adverse effects on children's cognitive, social, and communication development, maternal depression may place these children at additional risk of developmental delays. The maternal sensitivity of mothers with and without depression and its relationship to maternal–child communicative patterns was investigated. We analyzed cross-sectional data on a sample of 23 African American and Caucasian mother–child dyads (13 with and 10 without depression) living in poverty, drawn from a prospective cohort study. Maternal depression was identified using the Diagnostic Interview Schedule–IV based on diagnostic criteria from the Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Language samples of maternal–child interaction were analyzed using measures of maternal sensitivity, speech acts, and mother–child interchanges. Significant differences in maternal sensitivity, as well as different patterns of relationships between sensitive and communicative behaviors, were found between the groups. Early childhood professionals need to be aware of the effects maternal depression has on communicative interactions and children's development.

Cortisol reactivity, maternal sensitivity, and learning in 3-month-old infants

This study investigated the effects of adrenocortical functioning on infant learning during an emotionally challenging event (brief separation from mother). We also explored possible relationships between maternal sensitivity and both infant and maternal cortisol reactivity during the learning/maternal separation episode. Sixty-three 3-month-olds and their mothers were videotaped for a 10 min normal interaction period, and mother–infant behavioral synchrony was measured using Isabella and Belsky's [Isabella, R. A., & Belsky, J. (1991). Interactional synchrony and the origins of infant-mother attachment: A replication study. Child Development, 62, 373–384] coding scheme. The percentage of synchronous behaviors served as a measure of maternal sensitivity. Learning and short-term memory involved relating the infant's mother's voice with a moving colored block in a preferential looking paradigm. Infants whose cortisol increased during the session showed no learning or memory, infants whose cortisol declined appeared to learn and remember the association, while infants whose cortisol did not change evidenced learning, but not memory for the voice/object correspondence. Sensitivity and cortisol reactivity were correlated for mothers, but not for infants. Infant and maternal cortisol values for the first sampling period were highly correlated, but their cortisol reactivity values were uncorrelated, supporting the notion that infants and mothers have coordinated adrenocortical functioning systems when physically together, but become uncoordinated during a separation/learning event.

A Longitudinal Study of Belief and Desire State Discourse During Mother–Child Play and Later False Belief Understanding

AbstractThere is considerable interest in the role of mental state language in theory of mind development. This study examines cognitive and desire state discourse of 43 mothers during play interactions with their two‐year‐old children and theory of mind as indicated by a battery of false belief tasks around the age of five. Desire state comments of mothers during free play which were appropriate to the conversational context were significantly related to children's later theory of mind, and this relation was independent of other confounding variables, including a home‐based measure of maternal sensitivity, and socio‐economic status, and an estimate of child language. The child's desire state language was concurrently related to the mother's desire state language used appropriately, and the child's cognitive state language was related to the mother's appropriate cognitive state language. Although cognitive state language was not predictive of later theory of mind, this may be because this kind of language plays a later role in theory of mind development.

Relations Among Maternal, Child, and Demographic Factors and the Persistence of Preschool Language Impairment

This research used the National Institute of Child Health and Human Development Study of Early Child Care database of 1,364 children to identify children at 3 years of age who could generally be characterized as exhibiting specific language impairment. Seventy-three identified children were classified into 2 groups on the basis of standardized assessment of language skills at 4.5 years: children whose language impairment had resolved (n = 33) versus those whose language impairment persisted (n = 40). A logistic regression model using measures of maternal sensitivity, maternal depression, child externalizing behaviors, child health history, family income-to-needs ratio, and quality of home environment was used to predict group membership. Maternal sensitivity and maternal depression contributed significantly to the prediction model for group membership. Results are discussed in terms of theoretical and clinical implications.

Mother-infant teaching interactions and attachment security in Euro-American and Central-American immigrant families

Forty mothers who had recently immigrated from Central America and 42 mothers from upper- middle-class Euro-American families were videotaped at home teaching their 4-, 8-, and 12- month-old infants to perform three tasks at each age. Overall, didactic maternal behavior decreased as the infants grew older, whereas task-oriented infant behavior increased with age. Frequency and duration measures of maternal and infant behavior in the teaching sessions were largely unrelated to attachment status, as assessed in the Strange Situation when the infants were 13 months old. When the timing of maternal behavior relative to infant behavior was used as a measure of maternal sensitivity, some of the expected relations were evident, however. Dyads who were later classified as disorganized had negative scores on a measure of joint attention to objects. Resistant dyads were characterized by high levels of coordination of social attention, while disorganized dyads had very low or negative coordination scores. Mutual coordination of maternal teaching was highest in dyads involving securely attached infants.

Maternal sensitivity and infant-mother attachment in a developmentally delayed sample

Nineteen mothers and their developmentally delayed infants, participants in an infant stimulation program, were observed in their homes. Observers described the infants' behavior using the Waters and Deane (1985) Attachment Behavior Q-sort and the mothers' interactive behavior with the Pederson and Moran (Pederson et al., 1990) Maternal Behavior Q-sort. The infants' therapists completed ratings of maternal sensitivity and involvement using the Ainsworth ( Ainsworth, Bell, & Stayton, 1971 ) sensitivity scales, the Caldwell and Bradley (1984) HOME inventory, and the Bromwich (1981) Parent Behavior Progression. Maternal sensitivity scores derived from the observers' Q-sorts correlated significantly with ratings of sensitivity provided by the infant therapists and with assessments of other aspects of the mothers' behavior reflecting the intellectual quality of interactions. A significant relation with security of attachment was found only with measures of maternal sensitivity, assessed either by the same observers using the Q-sort, or as judged independently by the therapists using the Ainsworth rating scale. Thus, the mother may play distinctive roles in her infant's emotional and intellectual development. Mothers of developmentally delayed children reported that their infants presented substantial parenting difficulties, but at the same time, self-reports of stress associated with parenting were not different from normative levels. This population may provide unique opportunities for the study of the relation of parenting stress to early interaction and social development.