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Ding Q, Li X, Rakesh D, Peng S, Xu J, Chen J, Jiang N, Luo Y, Li X, Qin S, Whittle S. The influence of maternal and paternal parenting on adolescent brain structure. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2024:S2451-9022(24)00171-X. [PMID: 38960280 DOI: 10.1016/j.bpsc.2024.06.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Revised: 06/17/2024] [Accepted: 06/19/2024] [Indexed: 07/05/2024]
Abstract
BACKGROUND Adolescents raised in families with different maternal and paternal parenting combinations exhibit variations in neurocognition and psychopathology; however, whether neural differences exist remains unexplored. This study used a longitudinal twin sample to delineate how different parenting combinations influence adolescent brain structure and to elucidate the genetic contribution. METHODS A cohort of 216 twins participated in parenting assessments during early adolescence and underwent MRI scanning during middle adolescence. We utilized latent profile analysis to distinguish between various maternal and paternal parenting profiles and subsequently investigated their influences on brain anatomy. Biometric analysis was applied to assess the genetic influences on brain structure, and associations with internalizing symptoms were explored. RESULTS In early adolescence, four parenting profiles emerged characterized by levels of harshness and hostility in one or both parents. Compared to adolescents in "catparent" families (low harshness/hostility in both parents), those raised in "tigermom" families (harsh/hostile mother only) exhibited smaller nucleus accumbens volume and larger temporal cortex surface area; those in "tigerdad" families demonstrated larger thalamus volumes; those in "tigerparent" families displayed smaller volumes in the mid-anterior corpus callosum. Genetic risk factors contributed significantly to the observed brain structural heterogeneity and internalizing symptoms. However, the influences of parenting profiles and brain structure on internalizing symptoms were not significant. CONCLUSIONS The findings underscore distinct brain structural features linked to maternal and paternal parenting combinations, particularly in terms of subcortical volume and cortical surface area. This study suggests an interdependent role of maternal and paternal parenting in shaping adolescent neurodevelopment.
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Affiliation(s)
- Qingwen Ding
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Xinying Li
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Divyangana Rakesh
- Neuroimaging Department, Institute of Psychology, Psychiatry & Neuroscience, King's College London, London, UK
| | - Siya Peng
- IDG/McGovern Institute for Brain Research, State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China; Beijing Key Laboratory of Brain Imaging and Connectomics, Beijing Normal University, Beijing, China
| | - Jiahua Xu
- Psychiatry Research Center, Beijing Huilongguan Hospital, Peking University Huilonguan Clinical Medical School, Beijing, China
| | - Jie Chen
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | | | - Yu Luo
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Xuebing Li
- CAS Key Laboratory of Mental Health, Institute of Psychology, Chinese Academy of Sciences, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
| | - Shaozheng Qin
- IDG/McGovern Institute for Brain Research, State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, China; Beijing Key Laboratory of Brain Imaging and Connectomics, Beijing Normal University, Beijing, China; Chinese Institute for Brain Research, Beijing, China
| | - Sarah Whittle
- Centre for Youth Mental Health, The University of Melbourne and Melbourne Health, Parkville, Victoria, Australia; Orygen, Parkville, Victoria, Australia
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Smith J, Sulek R, Van Der Wert K, Cincotta-Lee O, Green CC, Bent CA, Chetcuti L, Hudry K. Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers. J Autism Dev Disord 2023; 53:4107-4120. [PMID: 35976507 PMCID: PMC9382601 DOI: 10.1007/s10803-022-05706-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/28/2022] [Indexed: 11/26/2022]
Abstract
Both the amount and responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent-child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours (imitations, expansions, open-ended questions, yes/no questions, comments and acknowledgements) to explore which types of responsiveness predicted autistic preschoolers' language five months later, after controlling for adult language input. We found expansions and particularly imitations to be more important for later language than overall responsiveness. This study emphasises the need to capture what exactly about parent language input influences child language acquisition, and adds to the evidence that imitating and expanding early language might be particularly beneficial for autistic preschoolers.
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Affiliation(s)
- Jodie Smith
- School of Allied Health, Human Services and Sport, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia.
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia.
| | - Rhylee Sulek
- School of Allied Health Sciences, Griffith University, Parklands Drive, Southport, QLD, 4222, Australia
| | - Kailia Van Der Wert
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Olivia Cincotta-Lee
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Cherie C Green
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Catherine A Bent
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Lacey Chetcuti
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia
| | - Kristelle Hudry
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
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Rivero M, Vilaseca R, Cantero MJ, Valls-Vidal C, Leiva D. Relations between Positive Parenting Behavior during Play and Child Language Development at Early Ages. CHILDREN 2023; 10:children10030505. [PMID: 36980063 PMCID: PMC10047316 DOI: 10.3390/children10030505] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 02/21/2023] [Accepted: 02/28/2023] [Indexed: 03/08/2023]
Abstract
Parental behavior in interactions with children has been related to child language development. Our study contributes to the literature about relations between the characteristics of parent–child interactions during play and a child’s language development in typically developing children at early ages, with data from mothers and fathers from the same families in Spain. Our aim was to analyze the relation between positive parenting behaviors assessed with the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) and child language development assessed with the Bayley-III scales. We controlled for some sociodemographic variables. The participants were 90 children aged 15–31 months and their mothers and fathers. Bivariate analysis showed significant positive relations between mothers’ responsive, encouraging and teaching behaviors and a child’s language scores. Relations were found between fathers’ encouraging and teaching behaviors and a child’s language. Regression models indicate that maternal and paternal encouraging behaviors predicted 18% of the variability in the child’s receptive language, and maternal responsive and teaching behaviors predicted 16% of the variability in the child’s expressive language and total language scores. The study provides new data that support the relevance of positive parental behaviors to improve a child’s linguistic development.
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Affiliation(s)
- Magda Rivero
- Department of Cognition, Developmental and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
| | - Rosa Vilaseca
- Department of Cognition, Developmental and Educational Psychology, University of Barcelona, 08035 Barcelona, Spain
| | - María-José Cantero
- Department of Developmental and Educational Psychology, University of Valencia, 46010 Valencia, Spain
- Correspondence: ; Tel.: +34-963983468
| | - Clara Valls-Vidal
- Department of Psychology, University Abat Oliba-CEU, 08022 Barcelona, Spain
| | - David Leiva
- Department of Social Psychology and Quantitative Psychology, University of Barcelona, 08035 Barcelona, Spain
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Holt RF, Kronenberger WG, Pisoni DB. Family Environmental Dynamics Differentially Influence Spoken Language Development in Children With and Without Hearing Loss. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:361-377. [PMID: 34818506 PMCID: PMC9150738 DOI: 10.1044/2021_jslhr-21-00220] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2021] [Revised: 07/16/2021] [Accepted: 09/07/2021] [Indexed: 05/19/2023]
Abstract
PURPOSE The aim of this study was to evaluate whether families of children with sensorineural hearing loss (SNHL) are organized similarly to those of typically developing, typically hearing (TH) children and whether the dimensions of family dynamics and environment are related to spoken language development similarly in children with and without SNHL. METHOD Primary caregivers of children with SNHL (n = 63) or TH (n = 65) completed the Family Environment Scale-Fourth Edition (FES-4) to assess multiple dimensions of family environment. Children's receptive vocabulary was assessed with the Peabody Picture Vocabulary Test-Fourth Edition, and their receptive language was assessed by an age-appropriate version of the Concepts and Following Directions subtest of the Clinical Evaluation of Language Fundamentals and the Sentence Comprehension subscale of the Comprehensive Assessment of Spoken Language-Second Edition. Principal component analysis was used to examine the dimensional structure of the family environment. RESULTS Three higher order components were derived from FES-4 subscales for both families of children with SNHL and with TH: Supportive, Controlling, and Conflicted. However, the composition of the factors themselves differed between the two groups. For the TH group, most family environment measures on the FES-4 were not associated with language outcomes. In contrast, for children with SNHL, families who were more supportive, less controlling, and less conflicted had children with better language skills. CONCLUSIONS Three well-accepted dimensions of family dynamics and functioning apply to families of children with SNHL, but their composition differs from those of families with TH children. Family environmental dynamics were much more strongly associated with language outcomes in children with SNHL than in their TH peers. The spoken language development of children with SNHL, in particular, is better in families that provide high levels of support for each other and, in particular, low levels of control, disorganization, and conflict, reflecting the fragile nature of their spoken language development.
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Affiliation(s)
- Rachael Frush Holt
- Department of Speech and Hearing Science, The Ohio State University, Columbus
| | - William G. Kronenberger
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis
- DeVault Otologic Research Laboratory, Department of Otolaryngology, Indiana University School of Medicine, Indianapolis
| | - David B. Pisoni
- DeVault Otologic Research Laboratory, Department of Otolaryngology, Indiana University School of Medicine, Indianapolis
- Department of Psychological and Brain Sciences, Indiana University, Bloomington
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Holt RF, Beer J, Kronenberger WG, Pisoni DB, Lalonde K, Mulinaro L. Family Environment in Children With Hearing Aids and Cochlear Implants: Associations With Spoken Language, Psychosocial Functioning, and Cognitive Development. Ear Hear 2021; 41:762-774. [PMID: 31688320 PMCID: PMC7190421 DOI: 10.1097/aud.0000000000000811] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVES To examine differences in family environment and associations between family environment and key speech, language, and cognitive outcomes in samples of children with normal hearing and deaf and hard-of-hearing (DHH) children who use hearing aids and cochlear implants. DESIGN Thirty families of children with normal hearing (n = 10), hearing aids (n = 10), or cochlear implants (n = 10) completed questionnaires evaluating executive function, social skills, and problem behaviors. Children's language and receptive vocabulary were evaluated using standardized measures in the children's homes. In addition, families were administered a standardized in-home questionnaire and observational assessment regarding the home environment. RESULTS Family environment overall was similar across hearing level and sensory aid, although some differences were found on parental responsivity and physical environment. The level of supportiveness and enrichment within family relationships accounted for much of the relations between family environment and the psychosocial and neurocognitive development of DHH children. In contrast, the availability of objects and experiences to stimulate learning in the home was related to the development of spoken language. CONCLUSIONS Whereas broad characteristics of the family environments of DHH children may not differ from those of hearing children, variability in family functioning is related to DHH children's at-risk speech, language, and cognitive outcomes. Results support the importance of further research to clarify and explain these relations, which might suggest novel methods and targets of family-based interventions to improve developmental outcomes.
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Affiliation(s)
- Rachael Frush Holt
- Department of Speech and Hearing Sciences, Ohio State University, Columbus, OH, USA
| | - Jessica Beer
- DeVault Otologic Research Laboratory, Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
- The Urban Chalkboard, Indianapolis, IN
| | - William G. Kronenberger
- DeVault Otologic Research Laboratory, Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
- Department of Psychiatry, Indiana University School of Medicine, Indianapolis, IN, USA
| | - David B. Pisoni
- DeVault Otologic Research Laboratory, Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN, USA
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, USA
| | - Kaylah Lalonde
- Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN, USA
| | - Lindsay Mulinaro
- Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN, USA
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Koşkulu S, Küntay AC, Uzundag BA. Maternal behaviors mediate the relationship between socioeconomic status and joint attention. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2021. [DOI: 10.1016/j.appdev.2021.101291] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Are screen devices soothing children or soothing parents?Investigating the relationships among children's exposure to different types of screen media, parental efficacy and home literacy practices. COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106462] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Brocchi BS, Osborn E, Perissinoto J. Translation of the Parental Inventory “Language Use Inventory” into Brazilian Portuguese. Codas 2019; 31:e20180129. [DOI: 10.1590/2317-1782/20182018129] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2018] [Accepted: 09/03/2018] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Purpose To translate and adapt the assessment tool Language Use Inventory from English to Brazilian Portuguese. Methods The study was carried out in two stages. Once the publisher’s authorization was given, the process of translation and back-translation of the protocol was initiated, adapting it to sociocultural aspects, such as expressions, names, and adequate examples in Brazilian Portuguese. In order to investigate the internal reliability of the translation process, the Cronbach’s alpha coefficient was used. The second stage was a pilot study, in which the questionnaire was applied to 43 parents of children from 24 to 47 months old from a city in the State of São Paulo, Brazil. The results were analyzed according to the total score and to the subscales of the questionnaire. The variables age range and parental level of education were also analyzed. Results The analysis using the Cronbach’s alpha coefficient showed high internal consistency (α>0,98) in almost all the subscales which means that the instrument adapted to Brazilian Portuguese can be used. In the pilot study, an age effect was found in the total score and in the LUI subscale scores, i.e., the older the children, the fewer gestures they used, with more words and syntactic constructions. Conclusion The Brazilian-Portuguese version of the LUI questionnaire seems to be a reliable translation of the original and a reliable instrument to evaluate preschoolers’ language pragmatics. After future detailed analyses, it will allow early diagnosis and intervention in children with language disorders.
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Smith J, Levickis P, Eadie T, Bretherton L, Conway L, Goldfeld S. Associations between Maternal Behaviors at 1 Year and Child Language at 2 Years in a Cohort of Women Experiencing Adversity. INFANCY 2017. [DOI: 10.1111/infa.12200] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Jodie Smith
- Murdoch Childrens Research Institute
- University of Melbourne
| | | | - Tricia Eadie
- Melbourne Graduate School of Education, University of Melbourne
| | - Lesley Bretherton
- Murdoch Childrens Research Institute
- University of Melbourne
- The Royal Children's Hospital
| | - Laura Conway
- Murdoch Childrens Research Institute
- University of Melbourne
| | - Sharon Goldfeld
- Murdoch Childrens Research Institute
- The Royal Children's Hospital
- University of Melbourne
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Quantity and Quality of Caregivers' Linguistic Input to 18-Month and 3-Year-Old Children Who Are Hard of Hearing. Ear Hear 2016; 36 Suppl 1:48S-59S. [PMID: 26731158 DOI: 10.1097/aud.0000000000000209] [Citation(s) in RCA: 81] [Impact Index Per Article: 10.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
OBJECTIVES The primary objective of this study was to examine the quantity and quality of caregiver talk directed to children who are hard of hearing (CHH) compared with children with normal hearing (CNH). For the CHH only, the study explored how caregiver input changed as a function of child age (18 months versus 3 years), which child and family factors contributed to variance in caregiver linguistic input at 18 months and 3 years, and how caregiver talk at 18 months related to child language outcomes at 3 years. DESIGN Participants were 59 CNH and 156 children with bilateral, mild-to-severe hearing loss. When children were approximately 18 months and/or 3 years of age, caregivers and children participated in a 5-min semistructured, conversational interaction. Interactions were transcribed and coded for two features of caregiver input representing quantity (number of total utterances and number of total words) and four features representing quality (number of different words, mean length of utterance in morphemes, proportion of utterances that were high level, and proportion of utterances that were directing). In addition, at the 18-month visit, parents completed a standardized questionnaire regarding their child's communication development. At the 3-year visit, a clinician administered a standardized language measure. RESULTS At the 18-month visit, the CHH were exposed to a greater proportion of directing utterances than the CNH. At the 3-year visit, there were significant differences between the CNH and CHH for number of total words and all four of the quality variables, with the CHH being exposed to fewer words and lower quality input. Caregivers generally provided higher quality input to CHH at the 3-year visit compared with the 18-month visit. At the 18-month visit, quantity variables, but not quality variables, were related to several child and family factors. At the 3-year visit, the variable most strongly related to caregiver input was child language. Longitudinal analyses indicated that quality, but not quantity, of caregiver linguistic input at 18 months was related to child language abilities at 3 years, with directing utterances accounting for significant unique variance in child language outcomes. CONCLUSIONS Although caregivers of CHH increased their use of quality features of linguistic input over time, the differences when compared with CNH suggest that some caregivers may need additional support to provide their children with optimal language learning environments. This is particularly important given the relationships that were identified between quality features of caregivers' linguistic input and children's language abilities. Family supports should include a focus on developing a style that is conversational eliciting as opposed to directive.
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DeVeney S, Cress CJ, Lambert M. Parental directiveness and responsivity toward young children with complex communication needs. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2016; 18:53-64. [PMID: 28425365 DOI: 10.3109/17549507.2015.1081282] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE The aim of the present study was to determine if parent responsiveness to their children with complex communication needs (CCN) during naturalistic play changed over an 18-month period and determine if any such changes were influenced by the child's overall level of receptive and expressive language development, motor development or differing play contexts. This longitudinal information is important for early intervention speech-language pathologists and parents of children with developmental disabilities for whom the use of parent-directed responsivity interventions may be encouraged. METHOD Over an 18-month period, 37 parents of young children who had physical and/or neurological disabilities participated in three home-based parent-child play episodes. Videotapes of each play episode were extracted and coded. RESULT Results indicated parents who were initially responsive showed a significant tendency to continue to be so. Early on, parents were significantly more likely to be directive during object play than social play and significantly more likely to interact responsively during social play than object play. CONCLUSION Parents of children with developmental disabilities were not consistently less responsive to their children based on motor or language capabilities. Previous reports of higher parental directiveness with children who have developmental disabilities may be attributable to object-based play interactions.
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Affiliation(s)
- Shari DeVeney
- a University of Nebraska at Omaha , Omaha , NE , USA and
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Fagan MK, Bergeson TR, Morris KJ. Synchrony, complexity and directiveness in mothers' interactions with infants pre- and post-cochlear implantation. Infant Behav Dev 2014; 37:249-57. [PMID: 24793733 PMCID: PMC4108344 DOI: 10.1016/j.infbeh.2014.04.001] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2013] [Revised: 03/08/2014] [Accepted: 04/07/2014] [Indexed: 10/25/2022]
Abstract
This study investigated effects of profound hearing loss on mother-infant interactions before and after cochlear implantation with a focus on maternal synchrony, complexity, and directiveness. Participants included two groups of mother-infant dyads: 9 dyads of mothers and infants with normal hearing; and 9 dyads of hearing mothers and infants with profound hearing loss. Dyads were observed at two time points: Time 1, scheduled to occur before cochlear implantation for infants with profound hearing loss (mean age=13.6 months); and Time 2 (mean age=23.3 months), scheduled to occur approximately six months after cochlear implantation. Hearing infants were age-matched to infants with hearing loss at both time points. Dependent variables included the proportion of maternal utterances that overlapped infant vocalizations, maternal mean length of utterance, infant word use, and combined maternal directives and prohibitions. Results showed mothers' utterances overlapped the vocalizations of infants with hearing loss more often before cochlear implantation than after, mothers used less complex utterances with infants with cochlear implants compared to hearing peers (Time 2), and mothers of infants with profound hearing loss used frequent directives and prohibitions both before and after cochlear implantation. Together, mothers and infants adapted relatively quickly to infants' access to cochlear implants, showing improved interactional synchrony, increased infant word use, and levels of maternal language complexity compatible with infants' word use, all within seven months of cochlear implant activation.
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Affiliation(s)
- Mary K Fagan
- Department of Communication Science and Disorders, University of Missouri, United States.
| | - Tonya R Bergeson
- Department of Otolaryngology, Indiana University School of Medicine, United States
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Murdock KW, Lovejoy MC, Oddi KB. An actor-partner interdependence analysis of associations between affect and parenting behavior among couples. FAMILY PROCESS 2014; 53:120-30. [PMID: 24438316 DOI: 10.1111/famp.12059] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Prior studies evaluating associations between parental affect and parenting behavior have typically focused on either mothers or fathers despite evidence suggesting that affect and parenting behavior may be interdependent among couples. This study addressed this gap in the literature by evaluating associations between self-reported affect and parenting behavior using an actor-partner interdependence analysis among a sample of 53 mother-father dyads of 3- to 5-year-old children. Results suggested that mothers' and fathers' negative affect, as well as mothers' and fathers' positive affect, were positively associated. Both mothers' and fathers' negative affect were negatively associated with fathers' positive affect. Mothers' and fathers' harsh/negative parenting behavior, and supportive/engaged parenting behavior, were positively associated. Furthermore, mothers' negative affect was positively associated with mothers' and fathers' harsh/negative parenting behavior while mothers' positive affect was negatively associated with mothers' harsh/negative behavior and positively associated with mothers' supportive/engaged behavior. Fathers' negative affect was positively associated with fathers' supportive/engaged parenting behavior, while fathers' positive affect was positively associated with mothers' and fathers' supportive/engaged behavior. Results highlight the importance of conceptualizing and measuring characteristics of both mothers and fathers, if applicable, when researching the dynamics of interpersonal relationships within families.
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Affiliation(s)
- Kyle W Murdock
- Department of Psychology, Northern Illinois University, DeKalb, IL
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Brady N, Warren SF, Fleming K, Keller J, Sterling A. Effect of sustained maternal responsivity on later vocabulary development in children with fragile X syndrome. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2014; 57:212-26. [PMID: 24023370 PMCID: PMC3864610 DOI: 10.1044/1092-4388(2013/12-0341)] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
PURPOSE This research explored whether sustained maternal responsivity (a parent–child interaction style characterized by warmth, nurturance, and stability as well as specific behaviors, such as contingent positive responses to child initiations) was a significant variable predicting vocabulary development of children with fragile X syndrome through age 9 years. METHOD Fifty-five mother–child dyads were followed longitudinally when children were between 2 and 10 years of age. Measures of maternal responsivity and child vocabulary were obtained at regular intervals starting at age 2.9 years. Sustained responsivity was indicated by the average responsivity measured over Observations 2–5. Responsivity at the 1st time period, autism symptoms, and cognitive development were used as control variables. RESULTS After controlling for development and autism symptoms, the authors found significant effects for sustained responsivity on receptive vocabulary, expressive vocabulary, and the rate of different words children produced through age 9. CONCLUSIONS Maternal responsivity, which is typically a variable of interest during early childhood, continues to be a significant variable, predicting vocabulary development through the middle childhood period. Thus, responsivity is a potential target for language interventions through this age period.
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Matte-Gagné C, Bernier A, Gagné C. Stability of Maternal Autonomy Support between Infancy and Preschool Age. SOCIAL DEVELOPMENT 2012. [DOI: 10.1111/j.1467-9507.2012.00667.x] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Perkins S, Graham-Bermann S. Violence Exposure and the Development of School-Related Functioning: Mental Health, Neurocognition, and Learning. AGGRESSION AND VIOLENT BEHAVIOR 2012; 17:89-98. [PMID: 22837647 PMCID: PMC3402358 DOI: 10.1016/j.avb.2011.10.001] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The relation between history of violence exposure and the development of academic and mental health problems is explored. Violence exposed children have an increased risk of developing school-related problems including: mental health problems, learning disabilities, language impairments, and other neurocognitive problems. These problems interact to create a complex web of deficits and disabilities where intervention access points are difficult to assess. Often mental health problems and academic problems develop in parallel. Timing of violence exposure and the developmental stage of the child during exposure complicate our understanding of the underlying mechanism. A model is presented that explores pathways linking violence exposure to aspects of school-related functioning, both academically and behaviorally. Early life stress, in the form of violence exposure, is related to neurocognitive deficits, including executive functioning and problems in self-regulation. Deficits in self-regulation at the level of behavior, and cognitive control and executive functioning, at the level of brain processing, are related to both academic and mental health problems, suggesting a possible psychological mechanism. Biological mechanisms are also included in the model to illustrate the contribution of the stress response, neuroendocrine system response, and neuroanatomical structural and functional impairments associated with violence exposure.
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