Mom Power: A Parenting Group Intervention for Mothers with Trauma Histories

Child differential sensitivity to parental self-efficacy improvement

International Journal of Behavioral Development ◽

10.1177/0165025416687416 ◽

2017 ◽

Vol 42 (2) ◽

pp. 203-213 ◽

Cited By ~ 1

Author(s):

Bénédicte Mouton ◽

Laurie Loop ◽

Marie Stievenart ◽

Isabelle Roskam

Keyword(s):

Laboratory Experiment ◽

Child Behavior ◽

Self Efficacy ◽

Group Intervention ◽

Differential Sensitivity ◽

Negative Behaviors ◽

Cognitive Improvement ◽

Post Test ◽

Temperamental Trait ◽

Parenting Group Intervention

This study investigates the hypothesis of a child differential sensitivity to parenting improvement. One hundred and fourteen parents of preschoolers participated in two parenting micro-trials aiming to increase parental self-efficacy in view of improving child behavior. The first micro-trial took place in a short-term laboratory experiment; the other was an eight-week parenting group intervention, both focusing on altering parental cognition. Differential effects of parental self-efficacy improvement on child’s positive and negative behaviors, depending on child temperament, were compared at post-test between control and experimental groups. Both observation and questionnaires were used to measure child behavior as well as regression and Regions of Significance analyses. Child differential sensitivity was found both in the laboratory experiment and in the parenting intervention for the temperamental trait of negative emotionality but not for the temperamental trait of activity. However, this sensitivity was in an unexpected direction. Highly emotional children benefited less from this parental cognitive improvement than children low on emotionality. These results may be explained by the specific cognitive nature of these two parenting micro-trials.

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Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00029 ◽

2020 ◽

Vol 51 (1) ◽

pp. 165-175 ◽

Cited By ~ 2

Author(s):

Lindsey A. Peters-Sanders ◽

Elizabeth S. Kelley ◽

Christa Haring Biel ◽

Keri Madsen ◽

Xigrid Soto ◽

...

Keyword(s):

Group Intervention ◽

Single Case ◽

Single Case Design ◽

Vocabulary Intervention ◽

Iterative Development ◽

At Risk Children ◽

Before And After ◽

Child Friendly ◽

Interactive Lessons ◽

Case Design

Purpose This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method Seventeen preschool children listened to 1 prerecorded book per week for 9 weeks. Each storybook had embedded, interactive lessons for 4 target vocabulary words. Each lesson provided repeated exposures to words and their definitions, child-friendly contexts, and multiple opportunities for children to respond verbally to instructional prompts. Participants were asked to define the weekly targeted vocabulary before and after intervention. A repeated acquisition single-case design was used to examine the effects of the books and embedded lessons on learning of target vocabulary words. Results Treatment effects were observed for all children across many of the books. Learning of at least 2 points (i.e., 1 word) was replicated for 74.5% of 149 books tested across the 17 participants. On average, children learned to define 47% of the target vocabulary words (17 out of 36). Conclusions Results support including 4 challenging words per book, as children learned substantially more words when 4 words were taught, in comparison to previous studies. Within an iterative development process, results of the current study take us 1 step closer to creating an optimal vocabulary intervention that supports the language development of at-risk children.

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