Effects of contrasting approaches to the response-contingent learning of young children with significant developmental delays on parents’ social-affective behavior

Abstract

Background Transactional models of parent-child interactions posit reciprocal influences between child and parent behavior where parent behavior influences child behavior and child behavior influences parent behavior (Bronfenbrenner 1979; Sameroff 2009a). The consequences of these reciprocal influences can be either positive or negative, depending on the behavioral consequences of either or both the parent and child on one another (Miklowitz et al. 1989; Nelson et al. 2014; Sameroff 2009b; Shaffer et al. 2013; Tronick et al. 1982). According to Goldberg (1977), parenting confidence and competence are either strengthened or compromised depending on the results of parenting practices. In situations where parenting practices have predictable or desirable consequences, parenting confidence and competence are likely to be strengthened.

Envisaged Learning Environments for Learners with Visual Impairments in Lesotho Rural Schools Using Asset-Based Approaches

“…The findings align with studies (Murray-Orr & Mitton, 2023) suggesting that individuals possess inherent, albeit concealed, positive resources crucial for their growth and success. This idea resonates with Kretzmann & Mcknight, (1993) perspective (in Dunst et al, 2018), emphasizing individuals' natural inclination and capacity to proactively devise solutions to their challenges.…”

“…This study aims to address this knowledge gap by contributing to the creation of enabling learning environments for LVIs. It emphasizes the crucial role of rural mainstream schools in Lesotho as safe spaces for LVIs and underscores the pivotal contribution teachers can make in transforming these environments to better accommodate the needs of learners with visual impairments (Dunst et al, 2018).…”

Improving The well-being of learners with visual impairments in rural Lesotho schools: an asset-based approach

“…Evidence of the above claims is relevant to asset-based theory (Kretzmann & McKnight, 1993 ), where Kretzmann and McKnight, posit that community’s development and empowerment takes place from the inside out using the existing assets, resources, and abilities of the individual and the community. LVIs are also identified as active agents of change (Dunst, Raab, & Hamby,, 2017 ). Myende ( 2014 ) stated that the nature of solving individual and community problems required tapping into their inherent strengths.…”

“…Myende ( 2014 ) stated that the nature of solving individual and community problems required tapping into their inherent strengths. According to Dunst et al ( 2017 ) to appropriately improving or enhancing the well-being of LVIs within their environments, requires the active involvement of LVIs regarding decisions concerning them. Similarly, Ebersöhn and Eloff ( 2006 ) established that the improvement of the well-being of LVIs requires the collaborations of the school-community support and sharing of assets.…”