Family-centered intervention for young children at-risk for language and behavior problems

被引：24

作者：

Chao P.-C. ^{[1
,2
]}

Bryan T. ^{[1
]}

Burstein K. ^{[1
]}

Ergul C. ^{[1
]}

机构：

[1] College of Education, Division of Curriculum and Instruction, Arizona State University, Chandler, AZ

[2] College of Education, Division of Curriculum and Instruction, Arizona State University, Chandler, AZ 85226

来源：

Early Childhood Education Journal | 2006年 / 34卷 / 2期

关键词：

At-risk children; behavior; Family-centered intervention; Language; Parent-professional collaboration;

D O I：

10.1007/s10643-005-0032-4

中图分类号：

学科分类号：

摘要：

This study investigated the effects of a family-centered intervention that involved parents in weekly assessments and daily routine activities for promoting young children's language and behavior. Forty-one 3-5-year-old children at-risk for language and behavior problems, recruited from three developmental pre-schools, were randomly assigned to a control and an intervention group that received parent-professional support. Analyses of covariance (ANCOVAs) were used to examine whether groups differed on post-test scores on the Test of Early Language Development-Third Edition and Eyberg Child Behavior Inventory, using pre-test scores as a covariate. Results showed that children in the intervention group outperformed children in the control group on both tests. The study indicated that family-centered intervention is an effective method for empowering parents to identify and implement concrete solutions to their children's problems, especially when done as part of a professional collaboration. © Springer Science+Business Media, LLC 2006.

引用

页码：147 / 153

页数：6

共 27 条

[21]

Odom S.L., Karnes M.S., Early Intervention for Infants and Children with Handicaps: An Empirical Base, (1988)

[22]

Ruhl K.L., Hughes C.A., Camarata S.M., Analysis of the expressive and receptive language characteristics of emotionally handicapped students served in public school settings, Journal of Childhood Communication Disorders, 14, pp. 165-176, (1992)

[23]

Sanger D., Maag J., Shapera N., Language disorders among youngsters with emotional and behavioral problems, Intervention in School and Clinic, 30, pp. 103-106, (1994)

[24]

Shonkoff J.P., Hauser-Cram P., Krauss M.W., Upshur C.C., Development of infants with disabilities and their families, Monographs of the Society for Research in Child Development, 57, pp. 1-163, (1992)

[25]

Trivette C.M., Dunst C.J., Boyd K., Hamby D.W., Family-oriented program models, help-giving practices, and parental control appraisals, Exceptional Children, 62, pp. 237-248, (1995)

[26]

Weisner T.S., Gallimore R., Ecocultural studies of families adapting to childhood developmental delays: Unique features, defining, differences, and applied implications, Family in Focus: New Perspectives on Early Childhood Special Education, pp. 11-25, (1994)

[27]

Ylvisaker M., Feeney T.J., Communication and behavior: Collaboration between speech-language pathologists and behavioral psychologists, Topics in Language Disorders, 15, pp. 37-54, (1994)

← 1 2 3 →