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Child Characteristics (child + characteristic)

Distribution by Scientific Domains

Psychology	38%
Medical Sciences	38%
Humanities and Social Sciences	19%

Selected Abstracts

The influence of family environment and child temperament on work/family role strain for mothers and fathers

INFANT AND CHILD DEVELOPMENT, Issue 5 2003
Marceline Lee
Abstract This study examined the additive effect of structural variables, child characteristics, and the family environment on mothers' and fathers' work/family role strain. Differences between mothers and fathers on these variables were also examined. The sample consisted of 36 dualearner families whose children had been in daycare from infancy through 4 years of age. Structural variables included work schedules and time spent with child for mothers only, fathers only, and both parents together with child. Child characteristics included temperament and health. Family environment variables included different components of the family environment (conflict, cohesion, expressiveness, organization, and control) and parenting daily hassles. Results showed that mothers' time with child and caregiving for child were greater than fathers'. Mothers reported more expressiveness in the family and more daily hassles with children than fathers. Mothers' level of role strain was also significantly higher than fathers'. For mothers, role strain was associated with hours away from home, child sociability, family conflict, and daily hassles resulting in an R2 of 0.57. Fathers' role strain was associated with family expressiveness, organization, and their wives' daily hassles resulting in an R2 of 0.37. Data suggest that mothers' and fathers' role strain may be driven by somewhat different factors. For women, aspects of the family and the child and work hours accounted for a considerable portion of the variance while for men, only aspects of the family environment were associated with their level of role strain. Copyright © 2003 John Wiley & Sons, Ltd. [source]

Do Proper Accommodation Assignments Make a Difference?

EDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 3 2007
Examining the Impact of Improved Decision Making on Scores for English Language Learners
Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made. [source]

Family and work predictors of parenting role stress among two-earner families of children with disabilities

INFANT AND CHILD DEVELOPMENT, Issue 2 2005
Marji Erickson Warfield
Abstract Family resources (i.e. household income and spouse support), parenting challenges (i.e. number of children, difficulty finding reliable child care, and child characteristics), work rewards (i.e. work interest) and work demands (i.e. hours and work overload) were tested as predictors of parenting role stress among mothers and fathers in two-earner families of five-year old children with disabilities. The two-level hierarchical model was adapted to assess mothers and fathers as nested within married couples. Both common and unique predictors of maternal and paternal parenting role stress were found. Having fewer children in the family predicted less stress for both parents. Household income and an interaction between child behaviour problems and work interest were significant predictors of maternal parenting role stress. In contrast, greater difficulty in finding reliable child care predicted higher levels of parenting role stress for fathers but not mothers. The policy and research implications of these findings are discussed. Copyright © 2005 John Wiley & Sons, Ltd. [source]

The influence of family environment and child temperament on work/family role strain for mothers and fathers

Parenting Stress in Mothers of Children With Autism Spectrum Disorders

JOURNAL FOR SPECIALISTS IN PEDIATRIC NURSING, Issue 3 2009
Supapak Phetrasuwan
PURPOSE., The purpose of this paper is to describe the sources of parenting stress in mothers of children with Autism Spectrum Disorders (ASD) and examine the relationship between parenting stress and maternal psychological status (depression and well-being). DESIGN AND METHODS., A descriptive correlational design was used. Data were collected via mailed questionnaires. RESULTS., Behavioral symptoms were the primary source of parenting stress for mothers. There was no relationship between child characteristics and parenting stress. Mothers reporting more parenting stress had more depressive symptoms and lower levels of well-being. PRACTICE IMPLICATIONS., Our findings have implications for interventions with mothers to help them manage their children's behavior and focus on stress reduction and well-being. [source]

Treatment Acceptability of Healthcare Services for Children with Cerebral Palsy

JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 5 2007
Norm Dahl
Background, Although treatment acceptability scales in intellectual and developmental disabilities research have been used in large- and small-scale applications, large-scale application has been limited to analogue (i.e. contrived) investigations. This study extended the application of treatment acceptability by assessing a large sample of care givers' perceptions of treatment for children with cerebral palsy (CP) in a real-world setting and tested if responses differed across child characteristics, type of medical service or respondent demographics. Method, One hundred and fifty four care givers' for children with CP rated the acceptability of treatments and related medical services by clinicians working in a multi-disciplinary children's specialty setting using Kazdin's (Journal of Applied Behavior Analysis, 13, 1980, 259) Treatment Evaluation Inventory. Results, There were significant (P < 0.05) differences between male and female respondents' ratings of treatment acceptability. There were no other significant differences for caregiver ratings in relation to child characteristics, type of appointment, severity of CP or other respondent demographic characteristics. Conclusion, Mothers and fathers of children with developmental disabilities may differ in their perceptions of the acceptability of medical treatment services for children with developmental disabilities. Future studies addressing treatment acceptability should expand the scope of demographic information assessed and include items specific to the roles respondents have in providing and coordinating therapeutic regimens for their children's medical needs. [source]

Parenting stress in mothers of adults with an intellectual disability: parental cognitions in relation to child characteristics and family support

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 12 2009
C. Hill
Abstract Background There is a body of evidence that indicates that the cognitions of parents of children with intellectual disabilities (ID) play an important role in influencing parental stress. However, there is a paucity of evidence about the experience of parents of adult children with ID. This study sought to apply a model of parenting stress to mothers of adults with ID. Of particular interest were the parental cognitions of parenting self-esteem and parental locus of control. Method Face-to face interviews were administered with 44 mothers of adults with ID. They completed the Vineland Adaptive and Maladaptive Behaviour Scale, the Family Support Scale, the Parenting Sense of Competence Scale, a shortened version of the Parental Locus of Control Scale and the Parenting Stress Index. Results Correlations were observed between parenting stress and the other study variables. Regression analysis revealed that parental cognitive variables predicted 61% of the variance in parenting stress. Parenting satisfaction, a subscale of the measure of parenting sense of competence, mediated the relationships between adaptive behaviour and parenting stress and between family support and parenting stress. Conclusions These results indicate the importance of cognitive variables in the stress of mothers of adults with ID. Potential avenues of future research might focus on the experience of fathers and the impact of positive perceptions as a cognitive factor. [source]

Parenting stress in mothers of children with an intellectual disability: the effects of parental cognitions in relation to child characteristics and family support

JOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 6 2005
R. Hassall
Abstract Background Recent theories of stress and coping in parents of children with intellectual disabilities (ID) emphasize the importance of cognitive appraisals in influencing parents' levels of stress and their adaptations to difficulties presented by the children. This study investigated the relationships between parental cognitions, child characteristics, family support and parenting stress. The aspects of cognitions studied were: parenting self-esteem (including efficacy and satisfaction) and parental locus of control. Methods The group studied consisted of 46 mothers of children with ID. The Vineland Adaptive Behavior Scales and Maladaptive Behavior Domain were administered by interview. Mothers also completed four questionnaires: the Family Support Scale, the Parenting Sense of Competence Scale, a shortened form of the Parental Locus of Control Scale and the Parenting Stress Index (Short Form). Results Data were analysed using Pearson's correlation coefficients, partial correlations and a regression analysis. The results indicated that most of the variance in parenting stress was explained by parental locus of control, parenting satisfaction and child behaviour difficulties. Whilst there was also a strong correlation between family support and parenting stress, this was mediated by parental locus of control. Conclusions The results demonstrate the potential importance of parental cognitions in influencing parental stress levels. It is argued that these results have implications for clinical interventions for promoting parents' coping strategies in managing children with ID and behavioural difficulties. [source]

Maternal Cohabitation and Child Well-Being Among Kindergarten Children

JOURNAL OF MARRIAGE AND FAMILY, Issue 1 2007
Julie E. Artis
Using data collected from 10,511 kindergarten children and their parents from the Early Childhood Longitudinal Study,Kindergarten Cohort, this study examines child well-being across cohabiting 2-biological-parent families; cohabiting stepfamilies; married stepfamilies; and married 2-biological-parent families. Findings indicate no differences in child well-being for children living in cohabiting stepfamilies and cohabiting 2-biological-parent families. Multivariate models controlling for child characteristics, economic resources, maternal depressive symptoms, stability, and parenting practices show no significant differences across family types in child well-being indicators, with the exception of reading skills. Important factors in explaining the link between cohabitation and child well-being include economic resources, maternal depressive symptoms, and parenting practices. [source]

The effect of parental mental health on proxy reports of health-related quality of life in children with sickle cell disease,

PEDIATRIC BLOOD & CANCER, Issue 4 2010
Julie A. Panepinto MD, MSPH
Abstract Background The objectives of this study were to evaluate factors that influence agreement between parent-proxy and child self-report of health-related quality of life (HRQL) in sickle cell disease. We hypothesized that the mental health of the parent, parental HRQL and child characteristics would affect agreement. Procedure In a cross-sectional study of children with sickle cell disease, HRQL of the child and the parent's HRQL and mental health were assessed. The effect of parent and child characteristics on agreement between parent-proxy and child self-report of HRQL were determined. Results Rates of agreement between parent-proxy and child self-report of HRQL ranged between 42% and 49%. Parents with increased symptoms of distress had an increased odds of reporting a worse physical (Odds Ratio (OR) 1.12) and psychosocial HRQL (OR 1.10) compared to the child's self-report. Severe sickle cell disease was associated with an increased odds of the parent reporting the child's physical HRQL was worse, (OR 4.68) compared to the child's self-report. Conclusions Greater symptoms of distress in the parent are associated with worse parent-proxy report of the child's HRQL. Severe sickle cell disease is associated with greater disagreement between parent-proxy and child self-report of HRQL. These findings broaden our understanding of factors that influence proxy-reporting of a child's HRQL. Pediatr Blood Cancer. 2010;55:714,721. © 2010 Wiley-Liss, Inc. [source]

Clinician-Assigned and Parent-Report Questionnaire-Derived Child Psychiatric Diagnoses: Correlates and Consequences of Disagreement

AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 3 2010
Jesse B. Klein
The objectives of this study were to determine (a) if child characteristics relate to disagreement between clinician-assigned diagnoses and diagnoses derived from parent-report questionnaire, which were available to clinicians, and (b) if disagreement predicts subsequent number of clinic visits attended. This study evaluated the odds of agreement versus disagreement for internalizing and externalizing problems as a function of child age, gender, race, public-aid status, symptom severity, and impairment among 900 children (3,19 years) in a large, urban, child psychiatry clinic. A mixed-effects regression approach was used to evaluate the relationship between disagreement and visit attendance. Internalizing problem disagreement was more likely for children who were males, older, less symptomatic, and receiving Medicaid. Externalizing problem disagreement was more likely for children who were female, older, less impaired, and less symptomatic. Internalizing disagreement predicted significantly fewer visits; externalizing disagreement did not. Clinician,parent disagreement about the nature of child problems may have clinical consequences, especially for internalizing disorders. Attention to child characteristics that predict agreement may diminish discrepancies and reduce attrition from treatment. [source]

Child level correlates of teacher,student relationships: An examination of demographic characteristics, academic orientations, and behavioral orientations

PSYCHOLOGY IN THE SCHOOLS, Issue 7 2004
Christopher Murray
The purpose of this investigation was to examine associations between different child characteristics and conflict, closeness, and dependency within teacher,student relationships. The participants were primarily students of color from lower socioeconomic status backgrounds in a large urban school district. The strength of associations between student demographic variables, academic orientations, behavioral orientations, and aspects of teacher,student relationships was examined. Findings indicated that these variables accounted for a significant amount of variance in teacher ratings of conflict and dependency in teacher,student relationships. Externalizing and internalizing symptomology demonstrated the strongest associations with the conflict and dependency relationship constructs. Preliminary implications of these findings for teachers and school psychologists are explored. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 751,762, 2004. [source]

The influence of maternal and child characteristics and paternal support on interactions of mothers and their medically fragile infants,

RESEARCH IN NURSING & HEALTH, Issue 1 2007
Tzu-Ying Lee
Abstract The influences of maternal characteristics, infant characteristics, and paternal support on maternal positive involvement and developmental stimulation were examined over time in 59 mothers and their medically fragile infants using an ecological framework. Higher maternal education was associated with greater maternal positive involvement. More maternal depressive symptoms, more infant technological dependence, and lower birthweights were associated with less maternal positive involvement at 6 months but greater involvement at 12 months. Higher paternal helpfulness facilitated positive involvement in mothers with low depressive symptoms but not in those with elevated symptoms. Higher maternal education and more depressive symptoms were associated with more developmental stimulation. Thus, maternal interactive behaviors are affected by maternal, infant, and environment factors, and these effects change over time. © 2007 Wiley Periodicals, Inc. Res Nurs Health 30: 17,30, 2007 [source]

Depression and anxiety symptoms: onset, developmental course and risk factors during early childhood

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 10 2009
Sylvana M. Côté
Background:, Depressive and anxiety disorders are among the top ten leading causes of disabilities. We know little, however, about the onset, developmental course and early risk factors for depressive and anxiety symptoms (DAS). Objective:, Model the developmental trajectories of DAS during early childhood and to identify risk factors for atypically high DAS. Method:, Group-based developmental trajectories of DAS conditional on risk factors were estimated from annual maternal ratings (1½ to 5 years) in a large population sample (n = 1759). Results:, DAS increased substantially in two of the three distinct trajectory groups identified: High-Rising (14.7%); Moderate-Rising (55.4%); and Low (29.9%). Two factors distinguished the High-Rising group from the other two: Difficult temperament at 5 months (High-Rising vs Moderate-Rising: OR = 1.32; 95% CI = 1.13,1.55; High-Rising vs Low: OR = 1.31, CI = 1.12,1.54) and maternal lifetime major depression (High-Rising vs Moderate-Rising: OR = 1.10; CI = 1.01,1.20; High-Rising vs Low: OR = 1.19; CI = 1.08,1.31). Two factors distinguished the High-Rising group from the Low group: High family dysfunction (OR = 1.24; CI = 1.03,1.5) and Low parental self-efficacy (OR = .71; CI = .54,.94). Conclusions:, DAS tend to increase in frequency over the first 5 years of life. Atypically high level can be predicted from mother and child characteristics present before 6 months of age. Preventive interventions should be experimented with at risk infants and parents. [source]

The caregiving context in institution-reared and family-reared infants and toddlers in Romania

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 2 2007
Anna T. Smyke
Background:, We assess individual differences in the caregiving environments of young children being raised in institutions in Romania in relation to developmental characteristics such as physical growth, cognitive development, emotional expression, and problem and competence behaviors. Method:, Videotaped observations of the child and favorite caregiver in their ,home' environment were coded for caregiving quality, and this was related to child characteristics. Child emotional reactivity was assessed during responses to interactional tasks. Cognitive development was assessed from child responses to the Bayley Scales of Infant Development. Data regarding problem behaviors and competence were obtained from caregiver report. Children reared in institutions were compared on all of these measures to never institutionalized children to assist gauging degree of impairment. Results:, Children raised in institutions demonstrated marked delays in cognitive development, poorer physical growth, and marked deficits in competence. Individual differences in caregiving environment were associated with cognitive development, competence, and negative behavior among these young children being reared in institutions. Conclusions:, These data confirm previous findings regarding deficits associated with institutional care and extend our understanding of the impact of individual differences in caregiving quality on the development of young children in institutions. [source]

Effects of marital conflict on children: recent advances and emerging themes in process-oriented research

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1 2002
E. Mark Cummings
Background: The effects of marital conflict on children's adjustment are well documented. For the past decade research has increasingly focused on advancing a process-level understanding of these effects, that is, accounting for the particular responses and patterns embedded within specific contexts, histories, and developmental periods that account for children's outcomes over time. Methods: As a vehicle for presenting an update, this review follows the framework for process-oriented research initially proposed by Cummings and Cummings (1988), concentrating on recent research developments, and also considering new and emerging themes in this area of research. Results: In this regard, areas of advancement include (a) greater articulation of the effects of specific context/stimulus characteristics of marital conflict, (b) progress in identifying the psychological response processes in children (e.g., cognitive, emotional, social, physiological) that are affected and their possible role in accounting for relations between marital conflict and child outcomes, (c) greater understanding of the role of child characteristics, family history, and other contextual factors, including effects on children due to interrelations between marital conflict and parenting, and (d) advances in the conceptualization of children's outcomes, including that effects may be more productively viewed as dynamic processes of functioning rather than simply clinical diagnoses. Conclusions: Understanding of the impact of marital conflict on children as a function of time-related processes remains a gap in a process-oriented conceptualization of effects. Based on this review, a revised model for a process-oriented approach on the effects of marital discord on children is proposed and suggestions are made for future research directions. [source]

Links Between Systems of Inhibition From Infancy to Preschool Years

CHILD DEVELOPMENT, Issue 5 2004
Nazan Aksan
Links between early and late emerging inhibitory characteristics of young children are poorly understood. Based on existing evidence, this study proposed an indirect link between reactive inhibition to novelty (fearfulness) and later emerging effortful inhibition of prepotent response tendencies. A model was tested that posits that fearful children have opportunistic advantages in developing a nonimpulsive approach style in contexts that are not imbued with salient novelty cues. That nonimpulsive approach style, in turn, facilitates future effortful inhibition. Longitudinal panel data, all based on observational measures, at 9, 14, 22, 33, and 45 months were used to support the proposed indirect link. The implications for understanding regulatory influences of fearful behavior and developmental complexity in child characteristics are discussed. [source]

Self in Context: Autonomy and Relatedness in Japanese and U.S. Mother,Preschooler Dyads

CHILD DEVELOPMENT, Issue 6 2002
Tracy A. Dennis
Cultural differences and similarities in socialization during two contrasting laboratory tasks were examined in 30 Japanese mothers and their preschoolers, both temporarily residing in the United States, and 30 U.S. mothers and their preschoolers (age: M= 55.8 months, SD= 4.9). Mother and child actions, speech, emotion, and attention were coded from videotaped observations during a free play task and waiting task. Cross,cultural comparisons showed that U.S. mothers had more conversations that emphasized individual experiences, more often acted as playmates and used joint attention, maintained more physical distance, showed more positive emotions, and made more positive responses to child accomplishment. In contrast, Japanese mothers had more conversations that emphasized shared experiences, showed more divided attention, and maintained social role distinctions. Similar, but fewer cultural differences emerged for children. However, maternal and child characteristics also varied by task context. The results suggested an emphasis on autonomy in U.S. dyads and an emphasis on relatedness in Japanese dyads, but the interactions with task context revealed the coexistence of autonomy and relatedness. [source]

Childhood unintentional injuries: the perceived impact of the environment, lack of supervision and child characteristics

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2006
S.-A. Munro
Abstract Background Investigations into the context and causation of injury, including injury risks, are an essential part of the injury prevention knowledge base. Caregiver perceptions of childhood injury risks may assist in the design of safety interventions and influence the way in which an intervention is received within a community. Methods Focus groups and individual interviews were conducted in two low-income neighbourhoods in South Africa to collect information on caregiver perceptions of injury risks. The data were analysed via thematic content analysis. Results The results revealed that injury risks are perceived as multifaceted and as contributing synergistically to an injury event. Parents of children also tended to attribute most risks to the environment instead of individual action. Conclusions Interventions including passive strategies and less activity from the parent may be welcomed in communities. Attention should be given to child injury prevention methods specifically for low-income contexts. [source]

How do mothers' childrearing histories, stress and parenting affect children's behavioural outcomes?

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 5 2002
M. A. Assel
Abstract Background Information is needed to understand the role of low to moderate levels of mothers' emotional stress and child characteristics (i.e. prematurity) on parenting behaviours and their impact on children's behaviour that might be deemed ,challenging' but not ,disordered'. Methods The direct and indirect relations of maternal childrearing history and emotional stress, and observed parenting practices when children were 3 years of age on 4-year child behavioural outcomes was examined in a sample of low-income families with a term (n = 112) or preterm (n = 180) child. Parenting practices included displays of warmth and restrictiveness when interacting with their children. Child outcomes at 4 years included observation of social initiations with their mothers and maternal report of social and attentional problems. Results A Structural Equation Model building approach guided by specific hypotheses indicated that preterm as compared to full-term children had more maternal reported social and attentional problems but did not differ in observed social initiating skills. Greater negative maternal childrearing history indirectly influenced social initiating skills through its direct influence on maternal emotional stress. Greater maternal emotional stress directly influenced mothers' parenting that, in turn, directly influenced social initiating. Prematurity and a more negative childrearing history had a direct negative influence on the maternal report of social and attentional behavioural outcomes. Conclusions These findings delineate the effects of prematurity and maternal parenting on the behaviour of 4-year-old-children and extend current knowledge of the influence of parental emotional stress on parenting. Even milder levels can negatively influence parenting, and in turn, contribute to children's less well developed social skills. The issues raised in this study could help with the identification and prioritization of medical and psychological services. [source]