Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study

Journal of Developmental and Behavioral Pediatrics

Volumn 26, Issue 2, 2005, Pages 77-85

  Mahoney, Gerald ^a   Perales, Frida ^a  

^a CASE WESTERN RESERVE UNIVERSITY   (United States)

Author keywords

Early intervention; Pervasive developmental disorders; Relationship focused intervention

Indexed keywords

ADULT; ARTICLE; AUTISM; CHILD; CHILD BEHAVIOR; CHILD HEALTH CARE; COGNITION; COMPARATIVE STUDY; DEVELOPMENTAL DISORDER; EDUCATION PROGRAM; EMOTIONALITY; FEMALE; HUMAN; INTERPERSONAL COMMUNICATION; MAJOR CLINICAL STUDY; MOTHER CHILD RELATION; MOTIVATION; PRIORITY JOURNAL; SOCIAL ADAPTATION; STATISTICAL SIGNIFICANCE; TRAINING; TREATMENT OUTCOME;

ADULT; CHILD BEHAVIOR; CHILD DEVELOPMENT; CHILD DEVELOPMENT DISORDERS, PERVASIVE; CHILD HEALTH SERVICES; CHILD, PRESCHOOL; DEVELOPMENTAL DISABILITIES; HUMANS; INFANT; LOGISTIC MODELS; MODELS, THEORETICAL; MULTIVARIATE ANALYSIS; PARENT-CHILD RELATIONS; REGRESSION ANALYSIS; REPRODUCIBILITY OF RESULTS; SOCIOECONOMIC FACTORS;

EID: 17844372451     PISSN: 0196206X     EISSN: None     Source Type: Journal    
DOI: 10.1097/00004703-200504000-00002     Document Type: Article

References (40)

1. Backersmans-Kranenburg MJ, van Ijzendoorn MH, Juffer F. Less is more: meta-analysis of sensitivity and attachment interventions. Psychol Bull. 2003;129:195-215.
2. McCollum JA, Hemmeter ML. Parent-child interaction intervention when children have disabilities. In: Guralnick MJ, ed. The Effectiveness of Early Intervention. Baltimore, MD: Brookes; 1997:549-576.
3. Trivette C. Influence of caregiver responsiveness on the development of young children with or at-risk for developmental disabilities. Bridges. 2003;1:1-13.
4. Dawson G, Osterling J. Early intervention in autism. In: Guralnick MJ, ed. The Effectiveness of Early Intervention. Baltimore, MD: Brookes; 1997:307-329.
5. Greenspan SI. Reconsidering the diagnosis and treatment of very young children with autistic spectrum or pervasive developmental disorder. Zero to Three. 1992;13:1-9.
6. Prizant B, Wetherby A. Enhancing language and communication in autism. In: Dawson G, ed. Autism: Nature, Diagnosis and Treatment New York, NY: Guilford Press; 1989:282-309.
7. Rogers S, DiLalla DL. A comparative study of the effects of a developmentally based instructional model on young children with autism and other disorders of behavior and development. Topics Early Child Spec Educ. 1991;11:29-47.
8. Beckwith L, Cohen SE. Maternal responsiveness with preterm infants and later competency. New Directions Child Dev. 1993;43:75-87.
9. Bornstein MH, Tamis-LeMonda CS, Haynes OM. First words in the second year: continuity, stability, and models of concurrent and predictive correspondence in vocabulary and verbal responsiveness across age and context. Infant Behav Dev. 1999;22:65-85.
10. Hoff-Ginsberg E, Shatz M. Linguistic input and the child's acquisition of language. Psychol Bull. 1982;92:3-26.
11. Kochanska G, Forman DR, Coy KC. Implications of the mother-child relationship in infancy for socialization in the second year of life. Infant Behav Dev. 1999;22:249-265.
12. Siller M, Sigman M. The behaviors of parents of children with autism predict the subsequent development of their children's communication. J Autism Dev Disord. 2002;32:77-89.
13. Greenspan S, Weider S. Developmental patterns and outcomes in infants and children with disorders in relating and communicating. J Dev Learn Disord. 1997;1:28-37.
14. Horner RH, Carr EG, Strain PS, Todd AW, Reed HK. Problem behavior interventions for young children with autism: a research synthesis. J Autism Dev Disord. 2002;32:423-446.
15. Mahoney G, MacDonald J. Responsive Teaching: Parent Mediated Developmental Intervention. Cleveland, OH: Case Western Reserve University; 2004.
16. Mahoney G, Powell A. Modifying parent-child interaction: enhancing the development of handicapped children. J Spec Educ. 1988;22: 82-96.
17. MacDonald JD. Becoming Partners With Children: From Play to Conversation. San Antonio, TX: Special Press; 1989.
18. Koegel RL, Koegel LK, Carter CM. Pivotal teaching interactions for children with autism. School Psych Rev. 1999;28:576-594.
19. Mahoney G, Perales F. Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics Early Child Spec Educ. 2003;23: 74-86.
20. Shadish WR, Cook TD, Campbell DT. Experimental and Quasi-experimental Designs for Generalized Causal Influence. New York, NY: Houghton Mifflin; 2002.
21. Bagnato S, Neisworth J, Salvia J, Hunt F. Temperament and Atypical Behavior Scale. Baltimore, MD: Brookes; 1999.
22. Carter A, Briggs-Gowan A. The Infant Toddler Social Emotional Assessment. New Haven, CT: The Connecticut Early Development Project, Department of Psychology, Yale University; 1999.
23. DeGangi GA, Breinbauer C, Roosevelt JD, Porges S, Greenspan S. Prediction of childhood problems at three years in children experiencing a disorder of regulation during infancy. Infant Mental Health J. 2000;21:156-175.
24. Gomez CR, Baird S. Identifying early indicators for autism in self regulatory difficulties. Focus on Autism and Other Developmental Disabilities. In Press.
25. Linder TW. Transdisciplinary Play-based Assessment: A Functional Approach to Working With Young Children. Rev. ed. Baltimore, MD: Brookes; 1993.
26. Greenspan SI, Meisels S. Toward a new vision of developmental assessment of infants and young children. Zero to Three. 1994;14: 1-8.
27. Mahoney GJ, Perales FP. Developmental Rainbow: Early Childhood Developmental Profile. Cleveland, OH: Case Western Reserve University; 1996.
28. Rogers SJ. Diagnosis of autism before the age of three. Int Rev Res Ment Retard. 2001;23:1-31.
29. Bagnqato SJ, Neisworth JT. Normative detection of early regulatory disorders and autism: empirical confirmation of DC: 0-3. Infant Young Child. 1999;12:98-106.
30. Mahoney G, Wheeden C. Effects of teacher style on the engagement of preschool aged children with special learning needs. J Dev Learn Disord. 1998;2:293-315.
31. Mahoney G. The Maternal Behavior Rating Scale-Revised. Cleveland, OH: Case Western Reserve University; 1992 (available from the author).
32. Mahoney G, Boyce G, Fewell R, Spiker D, Wheeden CA. The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics Early Child Spec Educ. 1998;18:5-17.
33. Wolery M. Proportional change index: an alternative for comparing child change data. Except Child. 1983;50:167-170.
34. Zeanah CH, ed. Handbook of Infant Mental Health. 2nd ed. New York: Guilford; 2000:129-144.
35. Myers CL, McBride SL, Peterson CA. Transdisciplinary, play-based assessment in early childhood special education: an examination of social validity. Topics Early Child Spec Educ. 1996;16:102-126.
36. DeWolff MS, Van Ijzendoorn MH. Sensitivity and attachment: a meta-analysis on parental antecedents of infant attachment. Child Dev. 1997;68:571-591.
37. Tamis-LeMonda CS, Bornstein MH, Baumwell L, Melstain-Damast A. Responsive parenting ion the second year: specific influences on children's language and play. Early Dev Parent. 1996;5:173-183.
38. Koegel LK, Koegel RL, Shoshan Y, McNerney E. Pivotal response intervention II: preliminary long-term outcome data. J Assoc Persons Severe Handicaps. 1999;24:186-198.
39. DiLavore P, Lord C, Rutter M. Pre-linguistic autism diagnostic observation schedule. J Autism Dev Disord. 1999;25:355-379.
40. Schopler E, Reichler R, Remler BR. The Childhood Autism Rating Scale (CARS) for Diagnostic Screening and Classification of Autism New York, NY. Irvington Publishers; 1986.