ERIC Number: EJ1215837
Record Type: Journal
Publication Date: 2019-May-10
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1990-3839
EISSN: N/A
Modeling the Relationships between Practitioner Capacity-Building Practices and the Behavior and Development of Young Children with Disabilities and Delays
Dunst, Carl J.; Hamby, Deborah W.; Raab, Melinda
Educational Research and Reviews, v14 n9 p309-319 May 2019
The manner in which family-centered capacity-building practices and parenting efficacy beliefs were directly and indirectly related to parent-child interactions and child behavior and development was investigated using meta-analytic structural equation modeling. The participants were 6507 caregivers of young children with identified disabilities and developmental delays in 13 studies. Results showed that capacity-building practices were directly related to parenting efficacy beliefs and indirectly related to parent-child interaction mediated by belief appraisals; parenting efficacy beliefs were directly related to parent-child interactions and indirectly related to child social competence mediated by parenting practices; and parent-child interactions were directly related to both child behavior and child development. Results also indicated these relationships were not moderated by parents' education, severity of child disability, or frequency of practitioner-parent contacts. Implications for investigating the influences of social and family systems intervention practices on parent, family, and child outcomes of early childhood intervention are described.
Descriptors: Capacity Building, Parenting Skills, Self Efficacy, Parent Child Relationship, Child Behavior, Child Development, Disabilities, Developmental Delays, Child Rearing, Correlation, Interpersonal Competence, Parenting Styles, Severity (of Disability), Parent Background, Educational Attainment, Parent Teacher Cooperation
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: H324A110025