A Factor Analytic Study of the Mother-Infant Dyad

Stern, George G.; Caldwell, Bettye M.; Hersher, Leonard; Lipton, Earle L.; Richmond, Julius B.

doi:10.1111/j.1467-8624.1969.tb06037.x

Cited by 6 publications

(8 citation statements)

References 1 publication

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“…While similar findings had been reported with children who do not have disabilities prior to these findings (e.g., Ainsworth & Bell, 1975;Elardo, Bradley & Caldwell, 1975;Stern et al, 1969;Lewis & Goldberg, 1969), this research was the first to document this effect with children with Down syndrome and other disabilities. These findings were provocative because they contradicted the prevailing methodologies that were being used in early cognitive and language interventions (Bailey & Wolery, 1984), many of which are still being used today (e.g., Guralnick, 1997).…”

Section: Empirical Foundations For Responsive Teachingsupporting

confidence: 83%

Responsive Teaching: Early intervention for children with Down syndrome and other disabilities

Mahoney¹,

Perales²,

Wiggers³

et al. 2006

Downs Syndr. Res. Pract.

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-Responsive Teaching is an early intervention curriculum designed to address the cognitive, language, and social emotional needs of young children with developmental problems. This innovative intervention model was derived from research conducted primarily with children with Down syndrome and their mothers. Results from these studies indicated that during the early childhood years, parents promote their children's development by engaging in highly responsive interactions throughout their daily routines. The effects of responsiveness are mediated by the impact it has on children's use of several pivotal developmental behaviours, such as social play, attention, initiation and persistence. Responsive Teaching helps parents learn to use Responsive Teaching strategies to promote the pivotal developmental behaviours that are relevant to their children's developmental needs. Research with 50 children with developmental problems and their parents indicated that Responsive Teaching was highly effective at addressing children's developmental and social emotional needs. The effects of this intervention were mediated by the impact that RT strategies had on children's pivotal developmental behaviours.

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Section: Empirical Foundations For Responsive Teachingsupporting

confidence: 83%

Responsive Teaching: Early intervention for children with Down syndrome and other disabilities

Mahoney¹,

Perales²,

Wiggers³

et al. 2006

Downs Syndr. Res. Pract.

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“…One example of a sophisticated statistical study of the mother-infant dyad will illustrate the language in which psychodynamic concepts are now couched (Stern, Caldwell, Hersher, Lipton, & Richmond, 1969). Building on the already recognized parent variables of love-hostility, autonomy-control, and anxious involvement versus calm detachment, Stern et al undertook a factor analytic study of the reciprocal influences of maternal and infant responses.…”

Section: Oralitymentioning

confidence: 99%

Freud and Modern Psychology

Lewis¹

1983

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“…Further, Meredith's (1973) approach suffers from the assumption that the number of environmental variables must be less than the number of criterion variables. Considering the demonstrated complexity of the physical (Wachs et al, 1978) and social environment (Roff, 1949;Stern et al, 1969), this approach seems to be open to serious question. Morton and his colleagues have developed several sophisticated models of family resemblance which include provision for the assessment of organism-environment correlation effects.…”

Section: Biometrical Approaches To Organism-environment Correlationmentioning

confidence: 99%

“…As a result, there has been an increasing emphasis on the use of naturalistic, proximal measures of the individual's environment. As noted earlier, because of the complexity of the natural human environment (Stern et al, 1969;Roff, 1949;Wachs et al, 1978), naturalistic measurement of the child's environment must encompass a large number of potentially effective variables. However, even the use of naturalistic observation of multiple variables may lead to an over simplification of the environment if the time dimension is also not taken into account.…”

Section: Environmental Considerations In the Study O F Organism-envirmentioning

confidence: 99%

Criteria for the Assessment of Organism-Environment Correlation in Human Developmental Studies

Wachs¹,

Mariotto²

1978

Human Development

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A review of the literature indicates that the analysis of genotype-behavior relationships in humans becomes quite problematic in the presence of organism (gene)-environment correlation. Up to the present time all attempts to deal with this problem have been statistical in nature. Little attention has been paid to the data-gathering strategies which precede statistical analysis. Based on previous research the present paper offers methodological and statistical criteria necessary for adequate measurement of organism-environment correlation. A path analysis model which meets the specified criteria is offered as an approach to the study of organism-environment correlation.

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A Factor Analytic Study of the Mother-Infant Dyad

Cited by 6 publications

References 1 publication

Responsive Teaching: Early intervention for children with Down syndrome and other disabilities

Responsive Teaching: Early intervention for children with Down syndrome and other disabilities

Freud and Modern Psychology

Criteria for the Assessment of Organism-Environment Correlation in Human Developmental Studies

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