Models of child-family interactions for children with developmental delays: Child-driven or transactional?

American Journal on Mental Retardation

Volumn 105, Issue 1, 2000, Pages 32-46

  Keogh, Barbara K ^a,b   Garnier, Helen E ^a   Bernheimer, Lucinda P ^a   Gallimore, Ronald ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CHILD; CHILD BEHAVIOR; CHILD PARENT RELATION; COGNITION; DEVELOPMENTAL DISORDER; FAMILY; HUMAN; INTERPERSONAL COMMUNICATION; MAJOR CLINICAL STUDY;

EID: 0034089735     PISSN: 08958017     EISSN: None     Source Type: Journal    
DOI: 10.1352/0895-8017(2000)105<0032:MOCIFC>2.0.CO;2     Document Type: Article

References (55)

1. Bell, R. Q. (1968). A reinterpretation of the direction of effects in studies of socialization. Psychological Review, 75, 81-95.
2. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
3. Bentler, P. M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software.
4. Bernheimer, L. P., & Keogh, B. K. (1988). Stability of cognitive performance of children with developmental delays. American Journal on Mental Retardation, 92, 539-542.
5. Bernheimer, L. P., & Keogh, B. K. (1995). Weaving interventions into the fabric of everyday life: An approach to family assessment. Topics in Early Childhood Special Education 15, 415-433.
6. Bernheimer, L. P., Keogh, B. K., & Coots, J. J. (1993). From research to practice: Support for developmental delay as a preschool category of exceptionality. Journal of Early Intervention, 17, 97-106.
7. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Special Issue: Children and poverty. Child Development, 65, 684-698.
8. Dixon, W. J. (1992). BMDP statistical software manual: Volume 1. Berkeley: University of California Press.
9. Dykens, E. M., Hodapp, R. M., & Evans, D. W. (1994). Profiles and development of adaptive behavior in children with Down syndrome. American Journal on Mental Retardation, 98, 580-587.
10. Edgar, E., Heggelund, M., & Fisher, M. (1988). A longitudinal study of graduates of special education programs: Educational placement after preschool. Topics in Early Childhood Special Education, 8, 61-74.
11. Egland, B., & Abery, B. (1991). A longitudinal study of high-risk children: Educational outcomes. International Journal of Disability, Development, and Education, 38, 271-287.
12. Erickson, M. F. (1995). Throwing a spotlight on developmental outcomes for children: Findings of a seventeen-year followup study. In E. Wattenberg (Ed.), Children in the shadows: The fate of children in neglecting families (pp. 113-126). Minneapolis: University of Minnesota.
13. Friedman, S. L., Haywood, H. C., & Livesey, K. (1994). From the past to the future of developmental follow-up research. In S. L. Friedman & H. C. Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 3-26). San Diego: Academic Press.
14. Gallimore, R. G., Bernheimer, L. P., & Weisner, T. S. (in press). Family life is more than managing crisis: Broadening the agenda of research on families adapting to childhood disability. In R. Gallimore, L. P. Bernheimer, D. MacMillan, D. Speece, & S. Vaughn (Eds.), Developmental perspectives on children with high-incidence disabilities (pp. 55-80). Mahwah, NJ: Erlbaum.
15. Gallimore, R. G., Coots, J. J., Weisner, T., Garnier, H., & Guthrie, D. (1996). Family responses to children with early developmental delays II:. Accommodation intensity and activity in early and middle childhood. American Journal on Mental Retardation, 101, 215-232.
16. Gallimore, R. G., Garnier, H. E., & Coots, J. J. (1995). Project CHILD factor analyses (Tech. Rep. No. 2). Los Angeles: University of California.
17. Gallimore, R. G., Weisner, T. S., Bernheimer, L. P., Guthrie, D., & Nihira, K. 1993). Family responses to young children with developmental delays: Accommodation activity in ecological and cultural context. American Journal on Mental Retardation, 98, 185-206.
18. Gallimore, R. G., Weisner, T., Kaufman, S. Z., & Bernheimer, L. P. (1989). The social construction of ecocultural niches: Family accommodation of developmentally delayed children. American Journal on Mental Retardation, 94, 216-230.
19. Gath, A., & Gumley, D. (1984). Down's syndrome and the family: Follow-up of children first seen in infancy. Developmental Medicine & Child Neurology, 26, 500-508.
20. Gesell, A., & Amatruda, C. (1947). Developmental diagnosis. New York: Hoeber.
21. Goodman, J. F. (1977). Medical diagnosis and intelligence levels in young mentally retarded children: A followup study. Journal of Mental Deficiency Research, 21, 205-212.
22. Guralnick, M. (1998). Effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal on Mental Retardation, 102 , 319-345.
23. Halverson, C. F., & Wampler, K. S. (1993). The mutual influence of child externalizing behavior and family functioning: The impact of a mild congenital risk factor. In R.E. Cole & D. Reiss (Eds.), How do families cope with chronic illness? Family research consortium: Advances in family research (pp. 71-93). Hillsdale, NJ: Erlbaum.
24. Horowitz, F. D. (1994). Developmental theory, prediction, and the developmental equation in follow-up research. In S. L. Friedman & H. C. Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 27-44). San Diego: Academic Press.
25. Keogh, B. K., & Bernheimer, L. P. (1993). Parent checklist. Unpublished instrument. University of California, Los Angeles.
26. Keogh, B. K., & Bernheimer, L. P. ( 1998). Concordance between mothers' and teachers' perceptions of behavior problems of children with developmental delays. Journal of Behavior Disorders, 6, 33-41.
27. Keogh, B. K., Bernheimer, L. P., Gallimore, R. G., & Weisner, T. S. (1998). Child and family outcomes over time: A longitudinal perspective on developmental delays. In M. Lewis & C. Feiring (Eds.), Families, risk, and competence (pp. 269-288). Mahwah, NJ: Erlbaum.
28. Keogh, B. K., Bernheimer, L. P., & Guthrie, D. G. (1997). Stability and change over time in cognitive level of children with delays. American Journal on Mental Retardation, 101, 365-372.
29. Keogh, B. K., Coots, J. J., & Bernheimer, L. P. (1995). School placement of children with nonspecific developmental delays. Journal of Early Intervention, 20, 65-78.
30. Marfo, K., & Dinero, T. E. (1992). Child, program, and family ecological variables in early intervention. Early Education and Development, 3, 27-44.
31. McLean, M., Smith, B. J., McCormick, K., Shakel, J., & McEvoy, M. (1991, Dec.) Developmental delay: Establishing parameters for a preschool category of exceptionality. Division for Early Childhood Position Paper. Reston, VA: Council for Exceptional Children.
32. Mednick, S. A., Harway, M., & Finello, K. M. (1984). Handbook of longitudinal research: Volume I. Birth and childhood cohorts. New York: Praeger.
33. Mills, P., Dale, P. S., Cole, K. N., & Jenkins, J. R. (1995). Follow-up of children from academic and cognitive curricula at age 9. Exceptional Children, 61, 378-393.
34. Mink, I. T., & Nihira, K. (1986). Family life-styles and child behaviors : A study of direction of effects. Developmental Psychology, 22, 610-616.
35. Nicol, A. R. (1985). Longitudinal studies in child psychology and psychiatry. Chichester, UK: Wiley.
36. Overton, W. F., & Reese, H. W. (1973). Models of development: Methodological implications. In J. R. Nesselrode & H. W. Reese (Eds.), Lifespan developmental psychology: Methodological issues (pp. 65-86). New York: Academic Press.
37. Parke, R. D., Ornstein, P. A., Rieser, J. J., & Zahn-Waxler, C. (Eds).(1994). A century of developmental psychology. Washington, DC: American Psychological Association.
38. Plomin, R. (1994). Genetics and experience: The interplay between nature and nurture. Thousand Oaks, CA: Sage.
39. Richardson, S. A., & Roller, H. (1996). Twenty-two years. Causes and consequences of mental retardation. Cambridge: Harvard Uniersity Press.
40. Rogoff, B. (1982). Integrating context and cognitive development. In M. E. Lamb & A. L. Brown (Eds.), Advances in developmental psychology (Vol. 2, pp. 125-170). Hillsdale, NJ: Erlbaum.
41. Sameroff, A. J. (1994). Ecological perspectives on longitudinal follow-up studies. In S. L. Friedman & H. C. Haywood (Eds.), Developmental follow-up: Concepts, domains, and methods (pp. 45-64). San Diego: Academic Press.
42. Sameroff, A. J., & Chandler, M. J. (1975). Reproductive risk and the continuum of caretaking casualty. In F. D. Horowitz, M. Hetherington, S. Scarr-Salapatek, & G. Siegel (Eds.), Review of child development research (Vol. 4, pp. 187-244). Chicago: University of Chicago Press.
43. Scarr, S. (1992). Developmental theories for the 1990s: Development and individual differences. Child Development, 63, 1-19.
44. Scarr, S., & McCartney, K. (1983). How people make their own environments: A theory of genotype-environment effects. Child Development, 54, 424-435.
45. Shapiro, C. J. (1993). Behavior problems in children with developmental delay: Impact on the family home environment. Unpublished doctoral dissertation, University of California, Los Angeles.
46. Shonkoff, J. P., Hauser-Cram, P., Krauss, M. W., & Upshur, C. C. (1992). Development of infants with disabilities and their families: Implications for theory and service delivery. Monographs of the Society for Research in Child Development, 57, 6 (Serial No. 230).
47. Sloper, P., & Turner, S. (1993). Risk and resistance factors in the adaptation of parents of children with severe physical disability. Journal of Child Psychology and Psychiatry, 32, 655-676.
48. Sloper, P., & Turner, S. (1996). Progress in social-independent functioning of young people with Down's syndrome. Journal of Intellectual Disability Research, 40, 39-48.
49. Stavrou, E. (1990). The long-term stability of WISC-R scores in mildly retarded and learning-disabled children. Psychology in the Schools, 27, 101-110.
50. Turner, S., Sloper, P., Knussen, C., & Cunningham, C. (1991). Factors relating to self-sufficiency in children with Down's syndrome. Journal of Mental Deficiency Research, 35., 13-24.
51. VanderVeer, R., & Schweid, E. (1974). Infant assessment: Stability of mental functioning in young retarded children. American Journal of Mental Deficiency, 79, 1-4.
52. Weisner, T. S. (1984). Ecocultural niches of middle childhood: A cross-cultural perspective. In W. A. Collins (Ed.), Development during middle childhood: The years from six to twelve (pp. 335-369). Washington, DC: National Academy of Sciences.
53. Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible. New York: McGraw-Hill.
54. White, K. R., Taylor, M. J., & Moss, V. D. (1992). Does research support claims about the benefits of involving parents in early intervention programs? Review of Educational Research, 62, 91-125.
55. Young, C. H., Savola, K. L., & Phelps, E. (1991). Inventory of longitudinal studies in the social sciences. Newbury Park, CA: Sage.