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A Mother-Child Interaction Intervention for Mothers of Toddlers with Visual Impairments

Year 2015, , 151 - 169, 15.07.2015
https://doi.org/10.20489/intjecse.76404

Abstract

This study aimed to develop a mother-child interaction intervention for Turkish mothers of toddlers with visual impairments (VI). An action research was conducted with two mother-child dyads in order to capture the mediating and impeding factors in an interaction intervention. Data were gathered via diaries, the Maternal Interactional Behavior Checklist, semi-structured interviews and all meetings and intervention sessions were audio and video taped. Inductive micro and macro- analyses were used in data analysis.

Findings showed improvements in attainment and generalization of target maternal interactional behaviors which in turn resulted in improved child interactional behaviors. Results also shed light on the mediating and the impeding factors regarding the procedures undertaken during the course of the study; including the target maternal behaviors, the instructional context and the setting. Taken together, the impact of a systematic parent-child interaction intervention in the field of VI for Turkish mother-child dyads was shown for all participants with important implications for future research. 

References

  • Bailey, D. B., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities. (2nd ed.). Englewood Cliffs: Prentice Hall.
  • Baird, S. M., & Mayfield, P. (1997). Mothers’ interpretations of the behavior of their infants with visual and other impairments during interactions. Journal of Visual Impairment & Blindness, 91(5), 467-483.
  • Beelmann, A., & Brambring, M. (1998). Implementation and effectiveness of a home- based early intervention program for blind infants and preschoolers. Research on Developmental Disabilities, 19(3), 225-244.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
  • Bus, A. G., & van IJzendoorn, M. H. (1988). Mother-child interactions, attachment and emergent literacy: A cross-sectional study. Child Development, 59(5), 1262- 1272.
  • Campbell, J. (2003). Maternal directives to young children who are blind. Journal of Visual Impairment & Blindness, 97(6), 355-365.
  • Campbell, J. (2007). Understanding the emotional needs of children who are blind. Journal of Visual Impairment & Blindness, 101(6), 351-355.
  • Celeste, M. (2005). Impact of twin-to-twin transfusion syndrome, preterm birth and vision loss on development. Journal of Visual Impairment & Blindness, September, 99(9), 535-548.
  • Chen, D. (1999). Interactions between infants and caregivers: The context for early intervention. In. D. Chen (Ed.), Essential elements in early intervention: Visual impairment and multiple disabilities (22-54). New York: AFB Press.
  • Costello, P. J. M. (2003). Action research. London: Continuum.
  • Davidson, P., & Harrison, G. (2000). The effectiveness of early intervention for children with visual impairments. In M. J. Guralnick (Ed.), The effectiveness of early intervention (483 – 495). Baltimore: Paul H. Brookes Publishing Co.
  • De Steiguer, P. B., Erin, J. N., Topor, I. L., & Rosenblum, L. P. (2008). The experiences of parents of students with visual impairments who are professionals in the field of visual impairment. Journal of Visual Impairment & Blindness, 102(1), 16-27.
  • Deitz, S.J., & Ferrell, K.A. (1994). Project PRISM: A national collaborative study on the early development of children with visual impairments. Journal of Visual Impairment & Blindness, 88(5). Academic Search Complete.
  • Dodici, B. J., Draper, D. C., & Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136.
  • Dote-Kwan, J. (1995). Impact of mothers’ interactions on the development of their young visually impaired children. Journal of Visual Impairment & Blindness, 89(1), 46-58.
  • Dunst, C. J., Trivette, C. M., & Snyder, D. M. (2000). Family-professional partnerships: A behavioral science perspective. In M. J. Fine & R. L. Simpson (Eds.), Collaboration with parents and families of children and youth with exceptionalities (2nd ed.) (27-48). Austin: Pro-Ed.
  • Fazzi, E., Signorini, S. G., Bova, S. M., Ondei, P., & Bianchi, P. E. (2005). Early intervention in visually impaired children. International Congress Series, 1282, 117-121.
  • Ferrell, K. A. (1996). Reach out and teach: Meeting the training needs of parents of visually and multiply handicapped young children (4th ed.). New York: AFB Press.
  • Fraiberg, S., Smith, M., & Adelson, E. (1969). An educational program for blind infants. The Journal of Special Education, 3(2), 121-139.
  • Howe, D. (2006). Disabled children, parent-child interaction and attachment. Child and Family Social Work, 11, 95-106.
  • Hughes, M., Dote-Kwan, J., & Dolendo, J. (1999). Characteristics of directiveness and responsiveness with young children with visual impairments. Child: Care, Health and Development, 25(4), 285-298.
  • Jamieson, J. R. (1994). Teaching as transaction: Vygotskian perspectives on deafness and mother-child interaction. Exceptional Children, 60(5), 434-449.
  • Janssen, M. J., Riksen-Walraven, J. M., van Dijk, J. P. M., & Ruijssenaars, W. A. J. J. M. (2010). Interaction coaching with mothers of children with congenital deaf- blindness at home: Applying the Diagnostic Intervention Model. Journal of Visual Impairment & Blindness, 104(1), 15-29.
  • Kağıtçıbaşı, Ç. (2009). Optimal bir çocuk yetiştirme modeline doğru [Toward an optimal child rearing model]. Türkiye’de çocuk yetiştirme: Yaklaşımlar, yöntemler, sorunlar, çözümler, VI. Ulusal Çocuk Kültürü Kongresi Bildirileri. Ankara: Ankara Üniversitesi, Çocuk Kültürü Araştırma ve Uygulama Merkezi Y ayınları.
  • Kış, A., & Akçamete, G. (2013). The impact of the educator study group model on the professional development of teachers of mainstream elementary classrooms. Academic Research International, 4(4), 2013. Retrieved June 11, 2014 from: http://www.savap.org.pk/journals/ARInt./Vol.4(4)/2013(4.4-55).pdf.
  • Küçüker, S., Ceber-Bakkaloğlu, H., & Sucuoğlu, B. (2001). Erken eğitim programına katılan gelişimsel geriliği olan çocuklar ve anne-babalarının etkileşim davranışlarındaki değişimin incelenmesi [The interactional behaviors of children with developmental delays and their parents who attended an early intervention program]. Özel Eğitim Dergisi, 3(1), 61-71.
  • Lappin, G. (2005). Using infant massage following a mother’s unfavorable neonatal intensive care unit experiences: A case study. RE:view, 37(2), 87-94.
  • Lappin, G., & Kretschmer, R. E. (2005). Applying infant massage practices: A qualitative study. Journal of Visual Impairment & Blindness, 99(6), 355-367.
  • Mahoney, G., & Perales, F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Developmental and Behavioral Pediatrics, 26(2), 77-85.
  • Mahoney, G., & Wheedan, C. A. (1997). Parent-child interaction-the foundation for family-centered early intervention practice: A response to Baird and Mayfield. Topics in Early Childhood Special Education, 17(2), 165-184.
  • Mahoney, G., Boyce, G., Fewell, R. R., Spiker, D., & Wheedan, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5-17.
  • McCollum, J. A., & Chen, Y. (2003). Parent-child interaction when babies have Down Syndrome: The perceptions of Taiwanese mothers. Infants and Young Children, 16(1), 22-32.
  • McCollum, J. A., & Hemmeter, M. L. (2000). Parent-child interaction intervention when children have disabilities. In. M. J. Guralnick (Ed.), The Effectiveness of early intervention (549-576). Baltimore: Paul H. Brookes Publishing Co.
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River: Merrill Prentice Hall.
  • Mitchell, P., & Ziegler, F. (2007). Fundamentals of development: The psychology of childhood. Hove: Psychology Press, Taylor & Francis Group.
  • Moore, J. B., Saylor, C. F., & Boyce, G. C. (1998). Parent-child interaction and developmental outcomes in medically fragile, high-risk children. Children’s Health Care, 27(2), 97-112.
  • Perez-Pereira, M., & Conti-Ramsden, G. (2001). The use of directives in verbal interactions between blind children and their mothers. Journal of Visual Impairment & Blindness, 95(3), 133-149.
  • Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H., & Ross Kantz, K. (2007). Enhancing parent child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29(2), 119-140.
  • Recchia, S. L. (1998). Responses to ambiguous stimuli by three toddlers who are blind as a measure of mother-child communication. Journal of Visual Impairment & Blindness, 92(9), 581-592.
  • Seifer, R., Clark, G. N., & Sameroff, A. J. (1991). Positive effects of interaction coaching on infants with developmental disabilities and their mothers. American Journal on Mental Retardation, 95(1), 1-11.
  • Somekh, B. (2006). Action research: A methodology for change and development. Berkshire: Open University Press.
  • Sonksen, P. M., & Dale, N. (2002). Visual impairment in infancy: Impact on neurodevelopmental and neurobiological processes. Developmental Medicine & Child Neurology, 44, 782-791.
Year 2015, , 151 - 169, 15.07.2015
https://doi.org/10.20489/intjecse.76404

Abstract

References

  • Bailey, D. B., & Wolery, M. (1992). Teaching infants and preschoolers with disabilities. (2nd ed.). Englewood Cliffs: Prentice Hall.
  • Baird, S. M., & Mayfield, P. (1997). Mothers’ interpretations of the behavior of their infants with visual and other impairments during interactions. Journal of Visual Impairment & Blindness, 91(5), 467-483.
  • Beelmann, A., & Brambring, M. (1998). Implementation and effectiveness of a home- based early intervention program for blind infants and preschoolers. Research on Developmental Disabilities, 19(3), 225-244.
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge: Harvard University Press.
  • Bus, A. G., & van IJzendoorn, M. H. (1988). Mother-child interactions, attachment and emergent literacy: A cross-sectional study. Child Development, 59(5), 1262- 1272.
  • Campbell, J. (2003). Maternal directives to young children who are blind. Journal of Visual Impairment & Blindness, 97(6), 355-365.
  • Campbell, J. (2007). Understanding the emotional needs of children who are blind. Journal of Visual Impairment & Blindness, 101(6), 351-355.
  • Celeste, M. (2005). Impact of twin-to-twin transfusion syndrome, preterm birth and vision loss on development. Journal of Visual Impairment & Blindness, September, 99(9), 535-548.
  • Chen, D. (1999). Interactions between infants and caregivers: The context for early intervention. In. D. Chen (Ed.), Essential elements in early intervention: Visual impairment and multiple disabilities (22-54). New York: AFB Press.
  • Costello, P. J. M. (2003). Action research. London: Continuum.
  • Davidson, P., & Harrison, G. (2000). The effectiveness of early intervention for children with visual impairments. In M. J. Guralnick (Ed.), The effectiveness of early intervention (483 – 495). Baltimore: Paul H. Brookes Publishing Co.
  • De Steiguer, P. B., Erin, J. N., Topor, I. L., & Rosenblum, L. P. (2008). The experiences of parents of students with visual impairments who are professionals in the field of visual impairment. Journal of Visual Impairment & Blindness, 102(1), 16-27.
  • Deitz, S.J., & Ferrell, K.A. (1994). Project PRISM: A national collaborative study on the early development of children with visual impairments. Journal of Visual Impairment & Blindness, 88(5). Academic Search Complete.
  • Dodici, B. J., Draper, D. C., & Peterson, C. A. (2003). Early parent-child interactions and early literacy development. Topics in Early Childhood Special Education, 23(3), 124-136.
  • Dote-Kwan, J. (1995). Impact of mothers’ interactions on the development of their young visually impaired children. Journal of Visual Impairment & Blindness, 89(1), 46-58.
  • Dunst, C. J., Trivette, C. M., & Snyder, D. M. (2000). Family-professional partnerships: A behavioral science perspective. In M. J. Fine & R. L. Simpson (Eds.), Collaboration with parents and families of children and youth with exceptionalities (2nd ed.) (27-48). Austin: Pro-Ed.
  • Fazzi, E., Signorini, S. G., Bova, S. M., Ondei, P., & Bianchi, P. E. (2005). Early intervention in visually impaired children. International Congress Series, 1282, 117-121.
  • Ferrell, K. A. (1996). Reach out and teach: Meeting the training needs of parents of visually and multiply handicapped young children (4th ed.). New York: AFB Press.
  • Fraiberg, S., Smith, M., & Adelson, E. (1969). An educational program for blind infants. The Journal of Special Education, 3(2), 121-139.
  • Howe, D. (2006). Disabled children, parent-child interaction and attachment. Child and Family Social Work, 11, 95-106.
  • Hughes, M., Dote-Kwan, J., & Dolendo, J. (1999). Characteristics of directiveness and responsiveness with young children with visual impairments. Child: Care, Health and Development, 25(4), 285-298.
  • Jamieson, J. R. (1994). Teaching as transaction: Vygotskian perspectives on deafness and mother-child interaction. Exceptional Children, 60(5), 434-449.
  • Janssen, M. J., Riksen-Walraven, J. M., van Dijk, J. P. M., & Ruijssenaars, W. A. J. J. M. (2010). Interaction coaching with mothers of children with congenital deaf- blindness at home: Applying the Diagnostic Intervention Model. Journal of Visual Impairment & Blindness, 104(1), 15-29.
  • Kağıtçıbaşı, Ç. (2009). Optimal bir çocuk yetiştirme modeline doğru [Toward an optimal child rearing model]. Türkiye’de çocuk yetiştirme: Yaklaşımlar, yöntemler, sorunlar, çözümler, VI. Ulusal Çocuk Kültürü Kongresi Bildirileri. Ankara: Ankara Üniversitesi, Çocuk Kültürü Araştırma ve Uygulama Merkezi Y ayınları.
  • Kış, A., & Akçamete, G. (2013). The impact of the educator study group model on the professional development of teachers of mainstream elementary classrooms. Academic Research International, 4(4), 2013. Retrieved June 11, 2014 from: http://www.savap.org.pk/journals/ARInt./Vol.4(4)/2013(4.4-55).pdf.
  • Küçüker, S., Ceber-Bakkaloğlu, H., & Sucuoğlu, B. (2001). Erken eğitim programına katılan gelişimsel geriliği olan çocuklar ve anne-babalarının etkileşim davranışlarındaki değişimin incelenmesi [The interactional behaviors of children with developmental delays and their parents who attended an early intervention program]. Özel Eğitim Dergisi, 3(1), 61-71.
  • Lappin, G. (2005). Using infant massage following a mother’s unfavorable neonatal intensive care unit experiences: A case study. RE:view, 37(2), 87-94.
  • Lappin, G., & Kretschmer, R. E. (2005). Applying infant massage practices: A qualitative study. Journal of Visual Impairment & Blindness, 99(6), 355-367.
  • Mahoney, G., & Perales, F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative study. Developmental and Behavioral Pediatrics, 26(2), 77-85.
  • Mahoney, G., & Wheedan, C. A. (1997). Parent-child interaction-the foundation for family-centered early intervention practice: A response to Baird and Mayfield. Topics in Early Childhood Special Education, 17(2), 165-184.
  • Mahoney, G., Boyce, G., Fewell, R. R., Spiker, D., & Wheedan, C. A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at-risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5-17.
  • McCollum, J. A., & Chen, Y. (2003). Parent-child interaction when babies have Down Syndrome: The perceptions of Taiwanese mothers. Infants and Young Children, 16(1), 22-32.
  • McCollum, J. A., & Hemmeter, M. L. (2000). Parent-child interaction intervention when children have disabilities. In. M. J. Guralnick (Ed.), The Effectiveness of early intervention (549-576). Baltimore: Paul H. Brookes Publishing Co.
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River: Merrill Prentice Hall.
  • Mitchell, P., & Ziegler, F. (2007). Fundamentals of development: The psychology of childhood. Hove: Psychology Press, Taylor & Francis Group.
  • Moore, J. B., Saylor, C. F., & Boyce, G. C. (1998). Parent-child interaction and developmental outcomes in medically fragile, high-risk children. Children’s Health Care, 27(2), 97-112.
  • Perez-Pereira, M., & Conti-Ramsden, G. (2001). The use of directives in verbal interactions between blind children and their mothers. Journal of Visual Impairment & Blindness, 95(3), 133-149.
  • Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H., & Ross Kantz, K. (2007). Enhancing parent child interactions through home visiting: Promising practice or unfulfilled promise? Journal of Early Intervention, 29(2), 119-140.
  • Recchia, S. L. (1998). Responses to ambiguous stimuli by three toddlers who are blind as a measure of mother-child communication. Journal of Visual Impairment & Blindness, 92(9), 581-592.
  • Seifer, R., Clark, G. N., & Sameroff, A. J. (1991). Positive effects of interaction coaching on infants with developmental disabilities and their mothers. American Journal on Mental Retardation, 95(1), 1-11.
  • Somekh, B. (2006). Action research: A methodology for change and development. Berkshire: Open University Press.
  • Sonksen, P. M., & Dale, N. (2002). Visual impairment in infancy: Impact on neurodevelopmental and neurobiological processes. Developmental Medicine & Child Neurology, 44, 782-791.
There are 42 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ayse Sarıca

Ayse Akcamete This is me

Hasan Gurgur This is me

Publication Date July 15, 2015
Published in Issue Year 2015

Cite

APA Sarıca, A., Akcamete, A., & Gurgur, H. (2015). A Mother-Child Interaction Intervention for Mothers of Toddlers with Visual Impairments. International Journal of Early Childhood Special Education, 7(1), 151-169. https://doi.org/10.20489/intjecse.76404