Enhancing the Interactions of Teenage Mothers and Their At-Risk Children: Effectiveness of a Maternal-Focused Intervention

Autor/inn/en	Deutscher, Barbara; Fewell, Rebecca R.; Gross, Michelle
Titel	Enhancing the Interactions of Teenage Mothers and Their At-Risk Children: Effectiveness of a Maternal-Focused Intervention
Quelle	In: Topics in Early Childhood Special Education, 26 (2006) 4, S.194-205 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
Schlagwörter	Intervention; Language Acquisition; Child Language; Child Development; Mothers; Adolescents; Early Parenthood; At Risk Persons; Interaction; Parent Education; Parent Child Relationship; Comparative Analysis; Pretests Posttests; Developmental Quotient + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Kindesentwicklung; Mother; Mutter; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Risikogruppe; Interaktion; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This study investigated the impact of a short-term interaction-focused parenting curriculum on maternal behaviors and child development outcomes. Participants were 94 teen-mother-child dyads; 48 in the intervention group received a relationship-focused curriculum offered in 24, 1-hour sessions. Maternal behaviors during play were videotaped and coded preintervention and postintervention. Children were assessed using a developmental screening inventory. When the groups were compared at posttest using analyses of variance, mothers in the intervention group were significantly more responsive, less directive, and more facilitative of child language development. Children of mothers in the intervention group had significantly higher developmental quotient scores than children of mothers in the contrast group. Findings corroborate previous research and offer support for interventions focusing on interaction variables to influence child outcomes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10