Effect of parents' play routines on imaginative play in their developmentally delayed preschoolers

Yawkey, Thomas D.

doi:10.1177/027112148200200310

Cited by 4 publications

(8 citation statements)

References 11 publications

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“…A total of 277 parents were included across these 24 studies (see Table 2). One-hundred and ninety-two mothers and 53 fathers were included across 23 studies; 1 study did not report the gender of parent participants (Yawkey, 1982). Twelve studies (50%) did not report parent ages.…”

Section: Resultsmentioning

confidence: 99%

“… Note. SCRD = Single Case Research Design; SES = socioeconomic status; M = males (fathers); F = females (mothers); NR = not reported; HS = high school; Coll = college; Grad = graduate school. a This study reported that parents ranged from early 20s to early 50s. b The total males and females does not include the parents from Yawkey (1982) because the numbers of males and females were not reported. …”

Section: Resultsmentioning

confidence: 99%

“…The number of sessions ranged from 4 to 78 sessions. One study did not report the number of sessions, but reported the duration in months (i.e., 6 months; Yawkey, 1982).…”

Section: Interventionmentioning

confidence: 99%

“…Dunlap, Ester, Langhans, and Fox (2006) 2 (0/2) Low European American, Hispanic Hemmeter and Kaiser (1994) 4 (1/3) Coll-Grad Herbert and Baer (1972) 2 (0/2) Late 30s HS Low-middle class Hester, Kaiser, Alpert, and Whiteman (1996) 6 (1/5) HS-Coll This study reported that parents ranged from early 20s to early 50s. b The total males and females does not include the parents from Yawkey (1982) because the numbers of males and females were not reported. Note.…”

Section: Settingmentioning

confidence: 99%

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Parent-Implemented Interventions for Young Children With Disabilities

Barton

Fettig

2013

Journal of Early Intervention

130

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The purpose of this review was to analyze fidelity features in parent-implemented interventions for young children with disabilities. The authors conducted a review of 24 studies published in nine peer-reviewed journals. Each identified article was scored on the following categories: the participant characteristics, settings, study design, independent variables, measurement of implementation and intervention fidelity, parent training components, dependent variables, social validity, overall outcomes, and study rigor. The results indicated that, although all studies described parent training components, few reported implementation fidelity. Across the studies trainers were most likely to use performance-based feedback and modeling to support parent implementation of the intervention. Although 20 studies used single-case design methodologies, only 2 studies met contemporary single-case research design standards. The authors provide an analysis of implications for future research related to supporting high-fidelity implementation of parent-implemented interventions.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…The number of sessions ranged from 4 to 78 sessions. One study did not report the number of sessions, but reported the duration in months (i.e., 6 months; Yawkey, 1982).…”

Section: Interventionmentioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

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Parent-Implemented Interventions for Young Children With Disabilities

Barton

Fettig

2013

Journal of Early Intervention

130

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“…These researchers stress the importance of helping infants and mothers develop satisfying, reciprocal play interactions, with the implication that the long-term effects so gained may be most helpful to the child over time. Linder (1982) and Yawkey (1982) suggest various ways of assisting parents to use interactive play rather than a more structured teaching approach to build both sensorimotor and symbolic cognitive skills, with affective benefits for both child and parent.…”

Section: Dyadic Interventionsmentioning

confidence: 99%

Characteristics of social interactions between mothers and their disabled infants: a review

Rogers

1988

Child

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This paper examines interactional characteristics of disabled infants and young children and their mothers. Interactional characteristics of disabled infants and young children differ from those of non-disabled children in several ways: disabled children provide fewer and less readable cues to the mother; they demonstrate less positive affect, more negative affect, and more muted affect; and they have more difficulties synchronizing turn-taking than non-handicapped children. Maternal interactions with disabled children differ from those of mothers with non-disabled children in dimensions involving maternal activity and positive affect. It is suggested that the social deficits commonly observed in disabled preschoolers and older children may have begun in the altered social interactional patterns observed in infancy. Various intervention strategies are described which assist parents to achieve more pleasurable, reciprocal, child-centered interactions with their disabled infants.

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