Productive Activity and the Prevention of Behavior Problems

Joint Engagement in Mother-Child Dyads of Autistic and Non-Autistic Children Among Asian Indian Tamil Speaking Families

This study profiled various levels of engagement and related communication behaviours among 50 Asian Indian Tamil autistic children (AUT) and their mothers. The interaction was compared with two groups of mother-child dyads of non-autistic (NA) children, 50 in each group, matched for chronological age (CA), and for language level (LL). Results indicated that despite mother's efforts to engage with their children, autistic children were often 'engaged with objects' or remained 'unengaged' due to children's preference for solitary play, while NA children were often engaged in 'co-ordinated' and 'people engagement'. Across the three groups, mothers predominantly took the lead and dominated the interaction, irrespective of children's language levels. These initiations by the mothers were often to provide instructions and to ask 'What' questions. Autistic children initiated communication predominantly to ask for an object and responded often in the form of negations and protests with limited verbal output or non-verbally. Most of the communication behaviours of both children and mothers in AUT group was quantitatively and qualitatively different when compared to those in both the NA groups, indicating unique nature of interactions despite matching for CA or LL. The observations from the study highlights the need for considering adult's contingent behaviours also, while assessing communication skills of autistic children in order to provide effective intervention.

Internalizing and externalizing problems in preschool children: The role of mothers' and fathers' observed parenting behavior in a well-resourced sample

Empirical evidence links sensitive parenting behavior to positive developmental trajectories in children, whereas parental intrusiveness, in contrast, has been found to increase the risk of socio-emotional problems in children of various ages. However, most studies investigating the effect of parenting behavior have been conducted with mothers. Thus, little is yet known about fathers' role in child development and if mothers' and fathers' parenting behaviors are linked to child socio-emotional outcomes in similar or different ways. To date, findings are ambiguous, and this is why more studies are needed. The present study examined associations between mothers' and fathers' observed sensitivity and intrusiveness and children's internalizing and externalizing problems as reported by parents and by children themselves. The sample compromised 52 mothers, 41 fathers and their preschool children. Results from hierarchical regression analyses showed a negative association between fathers' intrusiveness, at low levels, and children's internalizing problems. This result was unexpected. However, in line with this finding, a number of recent studies suggest that when fathers challenge and push their children's limits, it buffers against emotional problems such as anxiety. The present study highlights the importance of a continuous investigation into fathers' potentially unique contribution to children's socio-emotional development. No other associations were identified between mothers' and fathers' parenting behaviors and children's internalizing and externalizing problems. Most likely, because this study was conducted with a low-risk sample, where children were in general well-functioning.

Genetics of nurture: A test of the hypothesis that parents' genetics predict their observed caregiving

Twin studies have documented that parenting behavior is partly heritable, but it is unclear how parents' genetics shape their caregiving. Using tools of molecular genetics, the present study investigated this process by testing hypotheses about associations between a genome-wide polygenic score for educational attainment and parental caregiving in 702 members of the Dunedin Study, a population-representative birth cohort. Data have been prospectively collected from when Study members were born through to midlife, and include assessments of the caregiving they provided once they became parents. Results showed that parents' polygenic scores predicted warm, sensitive, and stimulating caregiving, both in personal interactions with their young children (as captured on video) and through the home environments they created for their families (as observed by home visitors). The magnitude of this effect was small. Polygenic-score associations were independent of well-established predictors of parenting, such as parents' own childhood experiences of parenting and the age at which they became parents. Polygenic-score associations were mediated by parents' early-emerging cognitive abilities and self-control skills. Findings have implications for theory and research about genetic influences on caregiving and child development. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Prenatal Reflective Functioning and Development of Aggression in Infancy: the Roles of Maternal Intrusiveness and Sensitivity

Maternal reflective functioning (RF) has been associated with quality of parent-child interactions and child development. This study investigated whether prenatal RF predicted the development of infant physical aggression and whether maternal sensitivity and/or intrusiveness mediated or moderated this association. The sample consisted of 96 first-time mothers (M = 22.57 years, SD = 2.13) and their infants (54 % male). Prenatal RF was measured with an interview, maternal behavior was observed during free play at 6 months post-partum, and infant physical aggression was assessed at 6, 12, and 20 months using maternal reports. Multivariate analyses of variance showed that relatively poor prenatal RF was related to relatively high infant physical aggression. These associations were moderated by maternal intrusiveness, with significant differences in physical aggression between RF-groups reportedly only in the absence of intrusiveness. Generally, mothers reported an increase in physical aggression between 6 and 12 months, except when they had both low RF-skills and were relatively less sensitive. It is concluded that prenatal RF is associated with (development of) infant physical aggression, and may be targeted in intervention programs aimed at reducing early physical aggression. Less adequate parenting, however, may counteract the beneficial effects of good RF, or obscure insight into children's behavioral development.

Constructing and Adapting Causal and Formative Measures of Family Settings: The HOME Inventory as Illustration

Measures of the home environment are frequently used in studies of children's development. This review provides information on indices composed of causal and formative indicators (the kind of indicators often used to capture salient aspects of family environments) and to suggest approaches that may be useful in constructing such measures for diverse populations. The HOME Inventory is used to illustrate challenges scholars face in determining what to include in useful measures of family settings. To that end, a cross-cultural review of research on relations among HOME, family context, and child outcomes is presented. The end of the review offers a plan for how best to further research on relations between the home environment and child development for diverse populations.

From parent to child to parent…: paths in and out of problem behavior

This study used data from the NICHD Study of Early Child Care and Youth Development to examine relations between parenting, self-control and externalizing behavior from early childhood to mid-adolescence (N = 956; 49.9 % male). Results indicated that maternal sensitivity, parental harshness and productive activity are related to externalizing problems but that patterns of relations change from early childhood to middle childhood to adolescence, with evidence suggesting that externalizing behavior influences parenting more than the reverse from middle childhood onward. Self-control measured during early adolescence partially mediated relations between maternal sensitivity and adolescent-reported externalizing behavior. Parental monitoring during adolescence was also related to externalizing behavior at age 15. Monitoring partially mediated the relation between externalizing behavior in early adolescence and externalizing at age 15.

A comparison of family adversity and family dysfunction in families of children with attention deficit hyperactivity disorder (ADHD) and families of children without ADHD

PURPOSE

This study examined the presence of family adversity and family dysfunction in 32 families who had children diagnosed with attention deficit hyperactivity disorder (ADHD) compared with 23 families with similar sociodemographic characteristics whose children did not have ADHD.

DESIGN AND METHODS

A descriptive comparative design was used to investigate family adversity and family dysfunction.

RESULTS

Families of children with ADHD had significantly higher levels of family dysfunction than families whose children did not have ADHD.

PRACTICE IMPLICATIONS

Earlier identification and intervention with families of children who have ADHD may result in healthier family and child outcomes.

Self-regulation and its relations to adaptive functioning in low income youths

Most studies of self-regulation involving children have linked it to specific outcomes within a single domain of adaptive functioning. The authors examined the association of self-regulation with a range of indices of adaptive functioning among 155 youth ages 8-18 years from families with very low income. Controlling for other explanatory variables, self-regulation was strongly associated with various outcome measures in the areas of mental health, behavior, academic achievement, and social competence. The authors also contrasted youths relatively high and low in self-regulation (the top and bottom quartiles). Youths with good self-regulation had much better indices of adaptive functioning across measures of social competence, academic achievement, grades, problem behaviors, and depression and anxiety than their counterparts with more diminished self-regulatory capacities. In addition, youths with better self-regulation skills stated more adaptive responses both in terms of how they coped with past stressful live events and how they would deal with hypothetical stressors. This study indicates that self-regulation is robustly associated with a range of important indices of adaptive functioning across many domains. Findings are discussed in light of their implications for theory and intervention for children of diverse economic backgrounds.

Enhancing parenting practices of at-risk mothers

This study evaluated the effectiveness of an intervention designed to improve early parenting by increasing understanding of infant developmental needs and promoting maternal responsiveness as indicated by increased positive behavior support for infants and decreased psychological control. At-risk mothers were randomly assigned to control or treatment conditions, the latter consisting of training in parental responsiveness, developmental knowledge, and loving touch. Following the intervention, treatment mothers reduced their controlling tendencies; they were less rigid, less intrusive, and more flexible than control mothers. Treatment mothers provided more parental support indicated by higher quality verbalizations, more demonstrative teaching, and lower role-reversal tendencies. Editors' Strategic Implications: Further replication will be necessary, but the results for the "My Baby and Me" program are promising. The authors provide crucial information for parent educators about the pairing of basic knowledge transfer with the active engagement of parents with their infants in practicing new parenting skills.

Infant temperament, parenting, and externalizing behavior in first grade: a test of the differential susceptibility hypothesis

BACKGROUND

This study examines the differential susceptibility hypothesis as it pertains to relations between infant temperament, parenting, and behavior problems in first grade.

METHOD

Data from the NICHD Study of Early Child Care were used in a series of hierarchical regression analyses focused on interactions between three aspects of parenting (harshness, sensitivity, productive activity) and temperament as they affect teacher-reported externalizing behavior in first grade. Step #1 included family income-to-needs, maternal education, gender, life events, and amount of child care as control variables, plus infant temperament and the three parenting variables. Step #2 included a single interaction term, the interaction between one of the key parenting variables and child temperament.

RESULTS

Results showed stronger relations between maternal sensitivity and behavior problems for children with difficult temperaments. Likewise, relations between opportunities for productivity and behavior problems were stronger for children with difficult temperaments. Trends were in the same direction for harsh parenting but did not quite reach statistical significance.

CONCLUSIONS

Having access to experiences that promote coping and build self-regulatory capacities seems particularly valuable for children with difficult temperaments.

Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities

OBJECTIVE: The extent to which the severity of exposure to social risk is related to parenting and cognitive development in the first 15 months of an infant's life was studied in a representative diverse sample of families in two rural poor regions in the United States. DESIGN: One thousand two hundred ninety-two families were followed for the first 15 months of the infant's life. RESULTS: Evidence supported a pathway from risk severity through maternal sensitivity and warmth, language and learning activities, and maternal language to child outcomes, with the language and learning activities providing the most consistent independent prediction. Race, age, and geographic isolation moderated the associations between risk and different aspects of parenting. Both level and change in maternal engagement, maternal language input, and overall learning environment were related to early cognitive development. Cumulative risk measured as the mean of risk variables was a stronger predictor of parenting and infant development than when measured as the count of risk factors. CONCLUSION: Severity of risk exposure is negatively related to parenting and to child development for infants as young as 15 months of age. This study provides evidence supporting a pathway from risk severity through parenting to child outcomes and suggests that both initial parenting skills and change in parenting skills during infancy predict infants' cognitive skills.

Iron deficiency in infancy and mother-child interaction at 5 years

Five-year-old Costa Rican children, who had either chronic, severe iron deficiency or good iron status in infancy, were observed with their mothers during a structured interaction task in a laboratory setting and everyday interactions in their home. Child affect and behavior as well as the quality of mother-child interaction of the formerly chronic iron-deficient children (n = 40) were compared to those with good iron status in infancy (n = 102). Children who had chronic iron deficiency in infancy were more likely to display lower levels of physical activity, positive affect, and verbalization during the structured task at 5 years, despite iron therapy that corrected their iron deficiency anemia in infancy. Mother-child reciprocity during the structured task (e.g., eye contact, shared positive affect, turn taking) was more likely to be lower in the chronic iron deficiency group compared to the good iron group. Mothers of children in the chronic iron deficiency group showed less responsivity in both settings. These results show that children with chronic, severe iron deficiency in infancy continue at behavioral disadvantage relative to their peers at school entry. Sustained differences in mother-child interaction might contribute to the long-lasting behavioral and developmental alterations reported in children with chronic, severe iron deficiency in infancy.