Development of the Survey of Parent/Provider Expectations and Knowledge (SPEAK)

Suskind, Dana L.; Leung, Christy Y. Y.; Webber, Robert J.; Hundertmark, Alison C.; Leffel, Kristin R.; Suskind, Elizabeth; Hernandez, Marc W.; Graf, Eileen

doi:10.1177/0142723717737691

Cited by 29 publications

(24 citation statements)

References 46 publications

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“…These studies reveal that, on average, children from low-SES households receive lessand lower qualityearly language input than their mid-to high-SES peers, although there is also great variability within SES groups. Caregiver factors like knowledge of child development (Rowe, 2008;Suskind et al, 2018) and maternal depression (Stein et al, 2008) also relate to the quality and quantity of mother-child communication interactions, revealing positive and negative associations, respectively. The influence of control and efficacy perceptions on mother-child communicative interactions is unknown.…”

Section: Communicative Interactionsmentioning

confidence: 99%

The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

2019

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Parent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and literacy parent training program. Thirty mother–child dyads (mother age 21–40; children 2;6–4;0) were assigned in parallel to the training or control group. The training was efficacious for mothers and children – training-group dyads made significantly greater gains in maternal strategy use, responsivity, and child print awareness than the control group. Gains were maintained one month post-training. Children whose mothers had more external baseline control perceptions identified significantly fewer print targets at baseline and made greater gains than those with more internal control perceptions. Future directions and implications are discussed.

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Section: Communicative Interactionsmentioning

confidence: 99%

The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

2019

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“…Parents’ dual language practices, including their dual language use and engagement in language and literacy activities, are strong predictors of DLLs’ language and academic outcomes ( Hoff et al, 2012 ; Song et al, 2012 , 2021 ; McCabe et al, 2013 ). Parents’ practices are affected by their beliefs and knowledge ( Weigel et al, 2006 ; Suskind et al, 2018 ). Furthermore, the beliefs and knowledge of DLLs’ parents are embedded in their socioeconomic and sociocultural contexts, which often present unique challenges for their practices to support DLLs ( Coba-Rodriguez et al, 2020 ; Cycyk and Hammer, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

et al. 2021

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Parental beliefs and knowledge about child development affect how they construct children’s home learning experiences, which in turn impact children’s developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents’ beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n = 32). We further asked how socioeconomic and sociocultural factors were associated with parental beliefs and knowledge, and how parental beliefs and knowledge related to DLLs’ home dual language experiences and school readiness skills as rated by their teachers. Results suggested both strengths and opportunities for growth in parental beliefs and knowledge. Moreover, parents from higher-SES backgrounds reported beliefs and knowledge that were more consistent with scientific evidence. Furthermore, parental beliefs and knowledge was positively related to relative Spanish input at home and negatively related to the frequency of English language and literacy activities. However, parental beliefs and knowledge were not associated with children’s dual language output at home or the frequency of Spanish language and literacy activities. Finally, parental beliefs and knowledge were associated with children’s school readiness skills in Spanish but not in English. Together, these findings highlight the need for culturally responsive interventions and parent education programs, which must recognize both the strengths and areas of improvement in parents of DLLs and support parents to transform knowledge into high-quality language and literacy experiences that benefit DLLs.

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“…In recent work closer to our own, Taylor and Bergin (2019) proposed the parent/caregiver involvement scale, a short instrument designed to provide an assessment of parenting quality for parents of infants. Further, Suskind et al (2018) proposed the Survey of Parent/Provider Expectations and Knowledge (SPEAK), which focuses primarily on language input and media exposure. While both of these measure aspects of parents' attitudes, neither provides a broad base of items that could be used to reveal the structure of an intuitive theory (as is our aim).…”

mentioning

confidence: 99%

The Early Parenting Attitudes Questionnaire: Measuring Intuitive Theories of Parenting and Child Development

Hembacher

Frank

2020

Collabra: Psychology

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Parenting behaviors and decisions play an important role in determining children's early environment. Are these behaviors driven by an intuitive theory of parenting-a coherent set of beliefs about child development and parent-child relationships? In exploratory work, we asked adults on Amazon Mechanical Turk to endorse a set of propositions about parenting and conducted exploratory factor analyses of their responses. Three distinct factors appeared in responses: an Affection and Attachment factor, an Early Learning factor, and a Rules and Respect factor. In an iterative process, we created a scale of items with subscales designed to measure these factors, which we call the Early Parenting Attitudes Questionnaire (EPAQ). We next conducted two studies with groups of parents (on Mechanical Turk and from the membership of a local museum) to estimate the validity of the new scale. We asked whether agreement with each subscale varied based on demographic factors and whether intuitive theories predicted selfreported parenting behaviors. The EPAQ provides an instrument to assess attitudes about parenting and child development, facilitating investigation of and intervention on parenting behaviors.

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Development of the Survey of Parent/Provider Expectations and Knowledge (SPEAK)

Cited by 29 publications

References 46 publications

The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

The Early Parenting Attitudes Questionnaire: Measuring Intuitive Theories of Parenting and Child Development

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