Unresponsiveness in Children with Severe Disabilities: Potential Effects on Parent‐Child Interactions

Zirpoli, Thomas J.; Bell, Richard Q.

doi:10.1080/0156655870340104

Cited by 15 publications

(10 citation statements)

References 15 publications

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“…Haldy and Hanzlik's (1990) finding that mothers of infant children with Down syndrome felt less competent in their child‐rearing as their children moved from infancy to school age may reflect the difficulties parents of children with developmental disabilities experience. Similarly, Zirpoli and Bell (1987) suggested that the lack of responsiveness of children with severe learning disabilities to their parents’ initiations may result in parents’ reduced awareness of the cues presented by their children. Low societal expectations of disabled children's behaviour and their future participation in society may also impact on parents’ attempts at Authoritative parenting (Woolfson 2004).…”

Section: Discussionmentioning

confidence: 99%

Authoritative parenting and parental stress in parents of pre‐school and older children with developmental disabilities

Woolfson

Grant

2006

Child

101

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Section: Discussionmentioning

confidence: 99%

Authoritative parenting and parental stress in parents of pre‐school and older children with developmental disabilities

Woolfson

Grant

2006

Child

101

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“…Despite using a small sample of only seven mothers and their twin infants, Mann (1992) demonstrated that, at 8 months, the healthier twin, rather than the twin who was more fun or who first left the hospital, received more positive maternal responses. Moreover, infants with physical disabilities or chronic diseases are at high risk of maltreatment and infanticide (Daly and Wilson 1988;Sullivan andKnutson 1998, 2000;Zirpoli 1986;Zirpoli and Bell 1987). That is especially true when parents are young and have more opportunities to birth future babies (Tifferet et al 2007).…”

Section: Discussionmentioning

confidence: 99%

Developmental and evolutionary assumptions in a study about the impact of premature birth and low income on mother–infant interaction

et al. 2008

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In order to study the impact of premature birth and low income on mother-infant interaction, four Portuguese samples were gathered: full-term, middle-class (n=99); premature, middle-class (n=63); full-term, low income (n=22); and premature, low income (n=21). Infants were filmed in a free play situation with their mothers, and the results were scored using the CARE Index. By means of multinomial regression analysis, social economic status (SES) was found to be the best predictor of maternal sensitivity and infant cooperative behavior within a set of medical and social factors. Contrary to the expectations of the cumulative risk perspective, two factors of risk (premature birth together with low SES) were as negative for mother-infant interaction as low SES solely. In this study, as previous studies have shown, maternal sensitivity and infant cooperative behavior were highly correlated, as was maternal control with infant compliance. Our results further indicate that, when maternal lack of responsiveness is high, the infant displays passive behavior, whereas when the maternal lack of responsiveness is medium, the infant displays difficult behavior. Indeed, our findings suggest that, in these cases, the link between types of maternal and infant interactive behavior is more dependent on the degree of maternal lack of responsiveness than it is on birth status or SES. The results will be discussed under a developmental and evolutionary reasoning.

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“…It is clear that contingency learning tasks with the nonsocial world are insufficient to develop sociocommunicative competence, for they do not address social contingency experiences. As Goldberg (1977) and Zirpoli and Bell (1987) describe, many children with severe disabilities do not develop this social contingency awareness because of greatly reduced opportunities to engage in dyadic interaction. For such children, detectable and readable social signals may be absent or significantly delayed in appearing.…”

Section: Background and Rationale For The Instructional Sequencementioning

confidence: 95%

Early communication and microtechnology: Instructional sequence and case studies of children with severe multiple disabilities

Schweigert

Rowland

1992

Augmentative and Alternative Communication

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Teachers and speech-language pathologists serving children who have dual sensory impairments combined with severe orthopedic impairments are often at a loss as to how to provide effective communication instruction. No systematic approach has been available to guide teachers through the intricacies of what is necessarily a difficult process. This paper describes the results of a 3-year investigation of the use of microtechnology to enable children with dual sensory impairments and severe orthopedic impairments to communicate. We present here an instructional sequence that applies across the wide variety of children who participated in the investigation. Some of these children initially appeared to have no voluntary behavior at all: others were able to produce some intentional motor behaviors, but these were not under any clear stimulus control; while others had some primitive but unreliable means of signalling, such as gross vocalizations. By the end of the project, all of these children had shown an ability to learn and had acquired new communication skills, ranging from signalling for attention to indicating a choice. Three case studies are provided to illustrate the use of the instructional sequence. KEY WORDS: aided communication, dual sensory impairment, instructional techniques, multiple disabilities, physical impairment, single subject design, technologyThis paper summarizes the major findings of a 3-year investigation into the use of microtechnology to allow children with severe and multiple disabilities to communicate. The population targeted by the investigation was children who had dual sensory impairments as well as severe orthopedic impairments and nonexistent or extremely limited intentional communication skills. Communication in children with such severe and multiple disabilities is an area of the utmost concern for educators. However, clear and comprehensive procedures have not been available to date at either the preservice or inservice level to address the communication needs of this population. This problem becomes even more acute in light of the progress that has been made recently in integrating low-incidence populations into general education settings. A teacher may not have the specialized instructional skills (e.g., how to collect unambiguous data, how to design an alternating treatment approach) necessary to probe and analyze the behavior of the target population, leaving the teacher uncertain whether a child has succeeded at an instructional objective. Once success has been achieved, the teacher may not know what to do next in order to bring the child closer to functional communication. The instructional sequence presented in this paper was designed to provide clear guidance for teachers. It is based on the establishment of social contingency awareness as a stepping stone to intentional communicative behavior. BACKGROUND AND RATIONALE FOR THE INSTRUCTIONAL SEQUENCE

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Unresponsiveness in Children with Severe Disabilities: Potential Effects on Parent‐Child Interactions

Cited by 15 publications

References 15 publications

Authoritative parenting and parental stress in parents of pre‐school and older children with developmental disabilities

Authoritative parenting and parental stress in parents of pre‐school and older children with developmental disabilities

Developmental and evolutionary assumptions in a study about the impact of premature birth and low income on mother–infant interaction

Early communication and microtechnology: Instructional sequence and case studies of children with severe multiple disabilities

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