Social competence group intervention (SOCO) for children with autism spectrum disorder: A pilot study

This study aimed to describe concept of social competence as a theoretical background for social skills group intervention for children with autism spectrum disorder (ASD). A model of social competence comprised of three components: social skills, social performance, and social adjustment. We also examined the feasibility and preliminary efficacy of the manualized Social Competence group intervention for children with autism spectrum disorder (SOCO) using a variety of outcome measures. The nine-month intervention included children groups, parental support groups and co-operation with teachers. A pilot study involved 23 children aged 7 to 12 years (n = 16 intervention, n = 7 control) and intervention outcomes were measured with questionnaires for parents and teachers, neuropsychological tests, and observations. The parents of the intervention group reported improvements in social skills and social adjustment, whereas the teachers reported increases in social performance. Findings also indicated that affect recognition skills, social overtures, and reactions to peers were improved in the intervention group. Although the evidence of the pilot study should be considered as preliminary, it gives some indication of the feasibility of the SOCO group intervention and supports the usability of the theoretical background and approach for multiple outcome measures.     

The effects of a community-based literacy program on young children's language and conceptual development

Effects of a community-based literacy program on 1−, 2−, and 3-year-old children's language and conceptual development were assessed. University students were trained to teach Head Start parents effective methods for reading to their children. Families were randomly assigned to receive 18, 3, or 0 instructional visits. Results indicated that parents in the 18-instructional-visit program increased their participation in appropriate literacy behaviors such as reading to their children, teaching concepts to their children, and using the library, more than parents in the 0-instructional-visit groups. Children in the 18-instructional-visit program showed greater gains in language and conceptual development than children in the 0-instructional-visit group. Few differences were found between children in the 3-visti and 0-instructional-visit groups. Thus, only a high-intensity community-based intervention designed to train parents was effective in increasing emergent literacy in low-income ethnic children. Supported by Commission on National and Community Service grant 92HELOCA0039, the Dr. Seuss Foundation, Head Start, and the College of Sciences at San Diego State University. The authors gratefully acknowledge William A. Hillix, Leah K. Gensheimer, and Larry Fenson for their helpful reviews of drafts of this article, Florence Goldman for her training of tutors in techniques for developing emergent literacy, and the many students who assisted in the implementation and evaluation of this project.     

Visual attention and academic performance in children with developmental disabilities and behavioural attention deficits

Despite well‐documented attention deficits in children with intellectual and developmental disabilities (IDD), distinctions across types of attention problems and their association with academic attainment has not been fully explored. This study examines visual attention capacities and inattentive/hyperactive behaviours in 77 children aged 4 to 11 years with IDD and elevated behavioural attention difficulties. Children with autism spectrum disorder (ASD; n = 23), Down syndrome (DS; n = 22), and non‐specific intellectual disability (NSID; n = 32) completed computerized visual search and vigilance paradigms. In addition, parents and teachers completed rating scales of inattention and hyperactivity. Concurrent associations between attention abilities and early literacy and numeracy skills were also examined. Children completed measures of receptive vocabulary, phonological abilities and cardinality skills. As expected, the results indicated that all groups had relatively comparable levels of inattentive/hyperactive behaviours as rated by parents and teachers. However, the extent of visual attention deficits varied as a result of group; namely children with DS had poorer visual search and vigilance abilities than children with ASD and NSID. Further, significant associations between visual attention difficulties and poorer literacy and numeracy skills were observed, regardless of group. Collectively the findings demonstrate that in children with IDD who present with homogenous behavioural attention difficulties, at the cognitive level, subtle profiles of attentional problems can be delineated.     

Cognitively-Based Compassion Training for parents reduces cortisol in infants and young children

This study tests a group-based secular contemplative practice intervention, Cognitively-Based Compassion Training (CBCT), with parents of young children. We report on a randomized controlled preliminary efficacy study. Certified teachers administered CBCT for 20 hr across 8 to 10 weeks in two cohorts of parents with infants and young children. The intervention group was compared to a waitlist control group. Thirty-nine parents and their children, who ranged in age from 4 months to 5 years, were evaluated at pre- and postintervention (n = 25 intervention, n = 14 waitlist control) on hair cortisol concentration. Parents also completed self-administered questionnaires at both time points regarding demographics, physical symptoms of stress, parenting stress, self-compassion, and mindfulness. Children of parents in the CBCT group experienced significant decreases in cortisol at the postintervention assessment, as compared with the control group. However, parent cortisol and self-report measures did not significantly change other than a small effect on clinical levels of parenting stress. CBCT may be a positive new way to intervene with parents to lower infants’ and young children's cumulative physiological stress.     

Understanding Asian parenting from a Rasch perspective

This study examines the factor structure of Asian child‐reported parenting from a Rasch perspective. Participants comprised 291 sixth graders (11 to 13 years) in Singapore. Six different aspects of parenting were measured, namely warmth, rejection, structure, chaos, autonomy support, and coercion. Rasch Analysis was used to transform ordinal data into linear measures; category functioning was examined; residual‐based principal components were analysed; differential item functioning was assessed; and items and subjects that were misfitting were removed. Results showed that parenting comprised six dimensions, namely warmth, autonomy support, structure‐control, structure‐warmth, chaos, and negative parenting. The findings suggest that it is important for Asian parents to provide guidance to their children (in structure‐control and structure‐warmth) and reaffirms the relevance of warmth in Asian parenting.     

Youth Developmental Assets and Perceived Life Satisfaction: Is There a Relationship?

This study explored associations between youth developmental assets (i.e., support by parents/other adults; accountability to adults; empowerment; school support; values regarding risk behaviors; quantity of other adult support; empathetic relationships) and adolescents’ perceptions of overall life satisfaction. Public high school students (N = 3,477) completed a self-report questionnaire. Analyses were conducted to examine relationships between developmental assets and perceived life satisfaction while controlling for socioeconomic status. Results indicated that significant (p ≤ .05) associations were established for perceived support by parents/other adults for all four race/gender groups, self and peer values regarding risk behavior for black females, quality of other adult support for black males and white females and life satisfaction for adolescents. Significant (p ≤ .05) associations were also established for perceived support by parents/other adults for White males and Black males, accountability to parents/other adults for White females, quality of other adult support for White males and Black females and for empathetic relationships for all four race/gender groups. Results suggest that perceived life satisfaction is related to youth developmental assets, although moderated by gender and race differences. Further research is necessary to identify the particular characteristics of youth and specific aspects of adolescent life satisfaction associated with youth developmental assets in order to develop gender appropriate and culturally sensitive health promotion programs.     

Internet-Delivered CBT for Children with Specific Phobia: A Pilot Study

Background: Cognitive behavior therapy (CBT) has been shown to be an effective treatment for specific phobia in youth, but not all affected seek or receive treatment. Internet-delivered CBT could be a way to increase the availability of empirically supported treatments. Aims: An open trial was conducted to evaluate Internet-delivered CBT for children with specific phobia. Method: Children (N = 30) aged 8–12, and their parents, with a principal diagnosis of specific phobia were recruited through media advertisement. Participants received six weeks of Internet-delivered CBT with therapist support. The treatment was aimed for the parents and the children, with the first part being only for the parents. The primary outcome measure was the Clinician Severity Rating (CSR), and secondary measures included clinician-rated global functioning and child- and parent-reported anxiety and quality of life. All assessments were made at pretreatment, posttreatment, and three-month follow-up. Results: At posttreatment, there were significant reductions on the CSR, with a large within-group effect size (Cohen's d = 1.0) and 35% of children no longer meeting criteria for specific phobia. Self-report measures from parents and children showed significant effects on anxiety, with small to moderate effect sizes. Effects were maintained at three-month follow-up. Conclusions: Results show that Internet-delivered CBT with therapist support for children with specific phobia has the potential to reduce symptom severity. Randomized controlled trials are needed to further evaluate this treatment format.     

Developmental Changes in Pretend Play from 22- to 34-Months in Younger Siblings of Children with Autism Spectrum Disorder

Developmental trajectories of children’s pretend play and social engagement, as well as parent sensitivity and stimulation, were examined in toddlers with an older sibling with autism spectrum disorder (ASD, high risk; HR) and toddlers with typically-developing older siblings (low risk; LR). Children (N = 168, 97 boys, 71 girls) were observed at 22, 28, and 34 months during free play with a parent and elicited pretend play with an examiner. At 28 and 34 months, children were asked to imagine the consequences of actions pantomimed by the examiner on a pretend transformation task. At 36 months children were assessed for ASD, yielding 3 groups for comparison: HR children with ASD, HR children without ASD (HR-noASD), and LR children. Children in all 3 groups showed developmental changes, engaging in more bouts of pretend play and obtaining higher scores on the elicited pretend and transformation tasks with age, but children with ASD lagged behind the other 2 groups on most measures. Children with ASD were also less engaged with their parents or the examiner during play interactions than either LR or HR-noASD children, with minimal developmental change evident. Parents, regardless of group, were highly engaged with their children, but parents of HR-noASD children received somewhat higher ratings on stimulation than parents of LR children. Most group differences were not accounted for by cognitive functioning. Instead, lower social engagement appears to be an important correlate of less advanced pretend skills, with implications for understanding the early development of children with ASD and for early intervention.     

Reading-disabled hyperactive children: A distinct subgroup of Attention Deficit Disorder with Hyperactivity?

Mixed hyperactive/reading-disabled children, selected from a large sample of hyperactive children, were compared to pure hyperactive children on demographic, behavioral, and neuropsychological measures. Children in the Mixed group were reading-disabled relative to age and IQ; those in the Pure group had achievement scores that were average relative to age and IQ. The Mixed group was significantly older than the Pure group; there were no differences in gender, race, or socioeconomic status. Behaviorally, the groups did not differ significantly on teacher ratings or on psychiatric ratings of aggression. The Mixed group had a significantly higher Performance IQ, whereas the Pure group had a significantly higher Verbal IQ and performed better on measures of cognitive impulsivity. Several other measures failed to distinguish the groups. The data give minimal support to the notion that pure hyperactive and mixed hyperative/reading-disabled children constitute distinct subgroups of Attention Deficit Disorder with Hyperactivity.This research was supported in part by Mental Health Clinical Research Grant MH-30906 and by U. S. Public Health Service Grant MH-18579.     

Models of child–parent attachment in attention deficit hyperactivity disorder: Links to executive functions

This study explored multiple attachment relationships and examined four conceptual models of child–mother/father attachment—monotropy, hierarchy, independence, integration—to explain executive functioning (EF) in attention deficit hyperactivity disorder (ADHD) versus typical development (TD; n = 50 each; age: M = 11.45, SD = .50). Significant ADHD versus TD differences emerged on all EF measures and on distribution into four clusters (secure attachment to both parents, neither parent, only father, only mother). For both groups, results supported two attachment models: (a) monotropy: child–mother attachment predicted all EF measures; child–father attachment predicted none and (b) integration: clusters differed significantly on all EF measures. Children with ADHD comprised ～74% of the high‐risk cluster (concordant insecure attachment, highest EF difficulties). Discussion focused on unique risk/protective roles played by each parental attachment for understanding EF in children with ADHD or TD.     

A randomized trial examining the effects of parent engagement on early language and literacy: the Getting Ready intervention

Language and literacy skills established during early childhood are critical for later school success. Parental engagement with children has been linked to a number of adaptive characteristics in preschoolers including language and literacy development, and family-school collaboration is an important contributor to school readiness. This study reports the results of a randomized trial of a parent engagement intervention designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on language and literacy development. Participants included 217 children, 211 parents, and 29 Head Start teachers in 21 schools. Statistically significant differences in favor of the treatment group were observed between treatment and control participants in the rate of change over 2 academic years on teacher reports of children's language use (d = 1.11), reading (d = 1.25), and writing skills (d = 0.93). Significant intervention effects on children's direct measures of expressive language were identified for a subgroup of cases where there were concerns about a child's development upon entry into preschool. Additionally, other child and family moderators revealed specific variables that influenced the treatment's effects.     

Parental Overprotection,Perceived Child Vulnerability,and Parenting Stress: A Cross-Illness Comparison

The current study sought to investigate differences in parenting capacity variables across four disease groups. Parents (N = 425), the majority of whom were mothers, of children with either cancer, asthma, Type 1 diabetes, or cystic fibrosis, completed measures of parental overprotection, perceived child vulnerability, and parenting stress. After controlling for significant demographic variables, parents of children with cystic fibrosis and asthma reported higher perceived child vulnerability than parents of children with either diabetes or cancer, while parents of children with asthma and diabetes reported higher parenting stress than parents of children with cancer or cystic fibrosis. No differences between disease groups were found for parental overprotection. The current study provides support for an illness-specific approach to understanding parenting capacity variables in the context of childhood chronic illnesses.     

Primary school teacher outcomes from online professional development for physical literacy: A randomised controlled trial

IntroductionPrimary (or elementary) school teachers are often relied upon to provide children with opportunities for physical literacy development; however, many of these teachers feel they lack the skills to effectively promote or ‘teach’ physical literacy. We examined the effects of an online physical literacy professional development program—relative to receiving widely-available online resources or continuing with ‘normal’ practice—on primary school teachers’ physical literacy knowledge and application.MethodsA parallel three-arm randomised controlled trial in which 92 primary school teachers were assigned to (a) an online professional development program designed to support teachers’ physical literacy instructional skills (‘intervention’), (b) receive widely-available online physical literacy resources (‘comparison’), or (c) a typical practice ‘control’ condition. Data were collected at baseline and following the four-week intervention period. The primary outcome was teachers’ physical literacy knowledge and application; secondary outcomes included teachers’ self-reported perceptions of confidence, values, and barriers. Between-group differences were assessed using the intention-to-treat principle with analysis of covariance accounting for demographic factors and baseline differences in the focal outcome.ResultsTeachers in the intervention arm scored significantly higher on post-intervention physical literacy knowledge and application than their counterparts in both the control (d = .47, p = .044) and comparison (d = 0.87, p = .007) arms. This pattern of differences was also observed for teachers’ value of physical literacy, autonomy support, and perceived personal barriers.ConclusionTo the best of our knowledge, this is the first adequately powered randomised controlled trial to demonstrate improvements in physical literacy instructional outcomes as a result of primary school teacher participation in targeted online professional development.     

STOP4–7, an early intervention for children with behavioural disorders: Client characteristics and preliminary findings

STOP4–7 is a multimodal early intervention programme for children (4–7 years) with behavioural problems. The programme is based on the research of the Oregon Social Learning Center. The present pilot study evaluates its feasibility in a European sample.

Method: 201 children were involved and 90% of the participants completed the treatment.

Results: On all outcome measures children and parents show a significant progress. The effect sizes range from small to moderate.     

Training parents to help their children read: A randomized control trial

Background . Low levels of literacy and high levels of behaviour problems in middle childhood often co‐occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent‐training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy training. Aims . This paper (1) reports on a prevention programme which aimed to tackle behaviour and literacy problems in children at the beginning of school, and (2) presents the effects of the intervention on children's literacy. Sample . One hundred and four 5‐ and 6‐year‐old children selected from eight schools in an inner city disadvantaged community in London participated in the intervention. Methods . This is a randomized control trial with pre‐ and post‐measurements designed to evaluate the effectiveness of an intervention. The behavioural intervention consisted of the ‘Incredible Years’ group parenting programme combined with a new programme designed to train parents to support their children's reading at home. Results . Analyses demonstrated a significant effect of the intervention on children's word reading and writing skills, as well as parents' use of reading strategies with their children. Conclusion . A structured multicomponent preventive package delivered with attention to fidelity can enable parents to support their children's reading at home and increase their literacy skills. Together with the improvement in child behaviour, these changes could improve the life chances of children in disadvantaged communities.     

Effectiveness of group cognitive-behavioral treatment for childhood anxiety in community clinics

This study evaluated the effectiveness of cognitive-behavioral treatment for childhood anxiety in a community clinic setting in Hong Kong, China. Forty-five clinically-referred children (age 6-11 years) were randomly assigned to either a cognitive-behavioral treatment program or a waitlist-control condition. Children in the treatment condition showed significant reduction in anxiety symptoms—both statistically and clinically—whereas children in the waitlist condition did not. After the waitlist period was over, the control group also received the treatment program and showed a similar reduction in symptoms. For the full sample of 45 children, the effectiveness of the intervention was significant immediately after treatment and in 3- and 6-month follow-ups. In addition, children’s anxiety cognition and their ability to cope with anxiety-provoking situations fully mediated the treatment gains. These results offer empirical support for cognitive-behavioral treatment programs in a non-Western cultural context and plausible mediators for how cognitive-behavioral therapy works.     

Parent’s physical literacy enhances children’s values towards physical activity: A serial mediation model

PurposePhysical literacy is a multidimensional concept that concerns the affective, physical, cognitive, and behavioural aspects of physical activity (PA). It plays a vital role in enhancing PA engagement. However, current research on physical literacy’s function in the family setting is scarce. Its potential effect in elevating values towards PA among parents and children is also understudied. In this study, we examined the predicting role of parents’ physical literacy on children’s values towards PA. We also explored the potential mediating roles of parents’ values towards PA and children’s perceived parental autonomy support for PA through a serial mediation model.MethodsA cross-sectional study was conducted between September 2020 and January 2021, a total of 946 primary school-age children (6–13 years) and their parents from 30 Hong Kong primary schools were recruited by cluster sampling method. Structural equation modelling analysis was conducted using Mplus 7.3.ResultsParents’ values towards PA and children’s perceived parental autonomy support for PA serially mediated between parents’ physical literacy and children’s values towards PA. Specifically, the indirect effects from parents’ physical literacy to children’s values towards PA via parents’ values towards PA (β = 0.12, 95% CI [0.06, 0.17]), and via parents’ values towards PA to children’s perceived parental autonomy support for PA (β = 0.05, 95% CI [0.02, 0.08]) were significant.ConclusionsParents’ physical literacy is a predictor of children’s values towards PA. Parental autonomy support may facilitate the intergenerational transmission of values towards PA between parents and children. Concurrent interventions that target enhancing parents’ physical literacy and parental autonomy support for PA in the family context may be more effective in raising children’s PA values.     

Improving the Emotional Adjustment and Communication Patterns of Incarcerated Mothers: Effectiveness of a Prison Parenting Intervention

Incarcerated mothers at a state prison participated in an eight-session parenting class designed to help them manage the stress of separation from children and to improve communication patterns with children and home-caregivers. In comparison to a waitlist control group (n = 46), inmates who received immediate intervention (n = 60) experienced less parenting distress regarding upcoming visitation experiences; however, waitlist and immediate treatment groups did not differ on other intervention measures. Additional analyses contrasted pre- and post-intervention differences on adjustment measures for inmates from either treatment condition who completed the parenting program (N = 90). After intervention, mothers reported reduced parenting stress, improved alliance with home caregivers, increased letter-writing, and reduction of mental distress symptoms. Large drop-out rates in both subgroups may have reduced the benefits of the random assignment used to form groups. Results support the value of interventions for incarcerated mothers that focus on ways to manage the emotional distress and poor communication patterns associated with being a parent in prison.     

Network and mutual support for parents bereaved following the violent deaths of their 12- to 28-year-old children: A longitudinal,prospective analysis

Abstract

Social support provided by bereaved parents' networks was examined in this study. Seven dimensions of support were assessed over time. Of special interest to the investigators were the types and frequency of posttreatment contacts among bereaved parents who participated in an experimental support program. The study compared those who reported high versus low social support and high versus low numbers of network confidants on selected outcome and coping variables. The authors recruited a community-based sample of 171 bereaved mothers and 90 bereaved fathers whose 12- to 28-year-old children had died by accident, suicide, or homicide 4 months previously. Parents were randomly assigned to a 12-week bereavement program or control group. It was expected that intervention group parents would report more social network in involvement and greater satisfaction with support received than control group parents. This hypothesis was only partially supported. Only 20% of the parents who participated in the bereavement program remained in contact after the experimental program ended. Finally, significant differences detected between parents who reported high and low support were minimal and not sustained over time. The number of network confidants did not significantly affect the outcomes examined. However, in general, those with more confidants reported lower symptoms. Additional studies are needed to address these complex issues.