Topics in Early Childhood Special Education

 

Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information

Click here for more information

Sign In to gain access to subscriptions and/or personal tools.
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Deutscher, B.
Right arrow Articles by Gross, M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?
Topics in Early Childhood Special Education, Vol. 26, No. 4, 194-205 (2006)
DOI: 10.1177/02711214060260040101

Enhancing the Interactions of Teenage Mothers and Their At-Risk Children

Effectiveness of a Maternal-Focused Intervention

Barbara Deutscher

University of Miami Miller School of Medicine, bdeutscher{at}med.miami.edu

Rebecca R. Fewell

University of Miami Miller School of Medicine

Michelle Gross

University of Miami Miller School of Medicine

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.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?