Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning / Katherine L. GUYON-HARRIS in Development and Psychopathology, 34-3 (August 2022)  

Public ISBD [article]  inDevelopment and Psychopathology > 34-3 (August 2022) . - p.755-763 Titre : Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning Type de document : Texte imprimé et/ou numérique Auteurs : Katherine L. GUYON-HARRIS, Auteur ; Sarah M. AHLFS-DUNN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Diane BENOIT, Auteur ; Alissa C. HUTH-BOCKS, Auteur Article en page(s) : p.755-763 Langues : Anglais (eng) Mots-clés : disrupted  maternal behavior  prenatal representations  toddler social-emotional functioning  transmission Index. décimale : PER Périodiques Résumé : The development of maternal representations of the child during pregnancy guides a mother’s thoughts, feelings, and behavior toward her child. The association between prenatal representations, particularly those that are disrupted, and toddler social-emotional functioning is not well understood. The present study examined associations between disrupted prenatal representations and toddler social-emotional functioning and to test disrupted maternal behavior as a mediator of this association. Data were drawn from 109 women from a larger prospective longitudinal study (N=120) of women and their young children. Prenatal disrupted maternal representations were assessed using the Working Model of the Child Interview disrupted coding scheme, while disrupted maternal behavior was coded 12-months postpartum from mother-infant interactions. Mother-reported toddler social-emotional functioning was assessed at ages 12 and 24 months. Disrupted prenatal representations significantly predicted poorer toddler social-emotional functioning at 24 months, controlling for functioning at 12 months. Further, disrupted maternal behavior mediated the relation between disrupted prenatal representations and toddler social-emotional problems. Screening for disrupted representations during pregnancy is needed to facilitate referrals to early intervention and decrease the likelihood of toddler social-emotional problems. En ligne : http://dx.doi.org/10.1017/S0954579420001674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Disrupted caregiving behavior as a mediator of the relation between disrupted prenatal maternal representations and toddler social–emotional functioning [Texte imprimé et/ou numérique] / Katherine L. GUYON-HARRIS, Auteur ; Sarah M. AHLFS-DUNN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Diane BENOIT, Auteur ; Alissa C. HUTH-BOCKS, Auteur . - p.755-763. Langues : Anglais (eng) in Development and Psychopathology > 34-3 (August 2022) . - p.755-763 Mots-clés : disrupted  maternal behavior  prenatal representations  toddler social-emotional functioning  transmission Index. décimale : PER Périodiques Résumé : The development of maternal representations of the child during pregnancy guides a mother’s thoughts, feelings, and behavior toward her child. The association between prenatal representations, particularly those that are disrupted, and toddler social-emotional functioning is not well understood. The present study examined associations between disrupted prenatal representations and toddler social-emotional functioning and to test disrupted maternal behavior as a mediator of this association. Data were drawn from 109 women from a larger prospective longitudinal study (N=120) of women and their young children. Prenatal disrupted maternal representations were assessed using the Working Model of the Child Interview disrupted coding scheme, while disrupted maternal behavior was coded 12-months postpartum from mother-infant interactions. Mother-reported toddler social-emotional functioning was assessed at ages 12 and 24 months. Disrupted prenatal representations significantly predicted poorer toddler social-emotional functioning at 24 months, controlling for functioning at 12 months. Further, disrupted maternal behavior mediated the relation between disrupted prenatal representations and toddler social-emotional problems. Screening for disrupted representations during pregnancy is needed to facilitate referrals to early intervention and decrease the likelihood of toddler social-emotional problems. En ligne : http://dx.doi.org/10.1017/S0954579420001674 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Intervening with Attachment and Biobehavioral Catch-Up to decrease disrupted parenting behavior and attachment disorganization: The role of parental withdrawal / Heather A. YARGER in Development and Psychopathology, 32-3 (August 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-3 (August 2020) . - p.1139-1148 Titre : Intervening with Attachment and Biobehavioral Catch-Up to decrease disrupted parenting behavior and attachment disorganization: The role of parental withdrawal Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. YARGER, Auteur ; Elisa BRONFMAN, Auteur ; Elizabeth A. CARLSON, Auteur ; Mary DOZIER, Auteur Article en page(s) : p.1139-1148 Langues : Anglais (eng) Mots-clés : attachment  disrupted parenting behavior  intervention  parenting  withdrawal Index. décimale : PER Périodiques Résumé : This randomized controlled trial investigated the efficacy of Attachment and Biobehavioral Catch-up (ABC; Dozier, Bick, & Bernard, 2011) in reducing disrupted parenting behavior (affective communication errors, role/boundary confusion, fearful/disoriented, intrusive/negativity, and withdrawal) and its association with disorganized attachment. Participants were 105 mother-child dyads randomized to receive either ABC or a control intervention (a 10-session home-visiting intervention focused on improving children's cognitive abilities, gross and fine motor abilities, and language development). At the time of study enrollment, mothers were approximately 26.7 years old (SD = 7.8) and predominantly Black or African American (73.9%). At the first follow-up visit, children were approximately 20.7 months old (SD = 6.3) and most were identified as Black or African American (61.9%). Fifty-two percent of children were male (n = 55). Assessments of disrupted parenting behavior and child attachment quality were assessed approximately 7 months postintervention (SD = 5.8). A one-way analysis of variance revealed that parents who received ABC demonstrated lower levels of parental withdrawal than parents who received the control condition. A structural equation model revealed a significant indirect effect of intervention group on attachment quality through lower levels of parental withdrawal. Results add to the efficacy of the ABC intervention and identified parental withdrawal as a mediator of change. En ligne : http://dx.doi.org/10.1017/s0954579419000786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 [article] Intervening with Attachment and Biobehavioral Catch-Up to decrease disrupted parenting behavior and attachment disorganization: The role of parental withdrawal [Texte imprimé et/ou numérique] / Heather A. YARGER, Auteur ; Elisa BRONFMAN, Auteur ; Elizabeth A. CARLSON, Auteur ; Mary DOZIER, Auteur . - p.1139-1148. Langues : Anglais (eng) in Development and Psychopathology > 32-3 (August 2020) . - p.1139-1148 Mots-clés : attachment  disrupted parenting behavior  intervention  parenting  withdrawal Index. décimale : PER Périodiques Résumé : This randomized controlled trial investigated the efficacy of Attachment and Biobehavioral Catch-up (ABC; Dozier, Bick, & Bernard, 2011) in reducing disrupted parenting behavior (affective communication errors, role/boundary confusion, fearful/disoriented, intrusive/negativity, and withdrawal) and its association with disorganized attachment. Participants were 105 mother-child dyads randomized to receive either ABC or a control intervention (a 10-session home-visiting intervention focused on improving children's cognitive abilities, gross and fine motor abilities, and language development). At the time of study enrollment, mothers were approximately 26.7 years old (SD = 7.8) and predominantly Black or African American (73.9%). At the first follow-up visit, children were approximately 20.7 months old (SD = 6.3) and most were identified as Black or African American (61.9%). Fifty-two percent of children were male (n = 55). Assessments of disrupted parenting behavior and child attachment quality were assessed approximately 7 months postintervention (SD = 5.8). A one-way analysis of variance revealed that parents who received ABC demonstrated lower levels of parental withdrawal than parents who received the control condition. A structural equation model revealed a significant indirect effect of intervention group on attachment quality through lower levels of parental withdrawal. Results add to the efficacy of the ABC intervention and identified parental withdrawal as a mediator of change. En ligne : http://dx.doi.org/10.1017/s0954579419000786 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430

Refining the assessment of disrupted maternal communication: Using item response models to identify central indicators of disrupted behavior / John D. HALTIGAN in Development and Psychopathology, 31-1 (February 2019)  

Public ISBD [article]  inDevelopment and Psychopathology > 31-1 (February 2019) . - p.261-277 Titre : Refining the assessment of disrupted maternal communication: Using item response models to identify central indicators of disrupted behavior Type de document : Texte imprimé et/ou numérique Auteurs : John D. HALTIGAN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Heidi N. BAILEY, Auteur ; Catherine BORLAND-KERR, Auteur ; Roger MILLS-KOONCE, Auteur ; Karlen LYONS-RUTH, Auteur Article en page(s) : p.261-277 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Atypical Maternal Behavior Instrument for Assessment and Classification (AMBIANCE; Bronfman, Madigan, & Lyons-Ruth, 2009–2014; Bronfman, Parsons, & Lyons-Ruth, 1992–2004) is a widely used and well-validated measure for assessing disrupted forms of caregiver responsiveness within parent–child interactions. However, it requires evaluating approximately 150 behavioral items from videotape and extensive training to code, thus making its use impractical in most clinical contexts. Accordingly, the primary aim of the current study was to identify a reduced set of behavioral indicators most central to the AMBIANCE coding system using latent-trait item response theory (IRT) models. Observed mother–infant interaction data previously coded with the AMBIANCE was pooled from laboratories in both North America and Europe (N = 343). Using 2-parameter logistic IRT models, a reduced set of 45 AMBIANCE items was identified. Preliminary convergent and discriminant validity was evaluated in relation to classifications of maternal disrupted communication assigned using the full set of AMBIANCE indicators, to infant attachment disorganization, and to maternal sensitivity. The results supported the construct validity of the refined item set, opening the way for development of a brief screening measure for disrupted maternal communication. IRT models in clinical scale refinement and their potential for bridging clinical and research objectives in developmental psychopathology are discussed. En ligne : http://dx.doi.org/10.1017/S0954579417001778 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Refining the assessment of disrupted maternal communication: Using item response models to identify central indicators of disrupted behavior [Texte imprimé et/ou numérique] / John D. HALTIGAN, Auteur ; Sheri MADIGAN, Auteur ; Elisa BRONFMAN, Auteur ; Heidi N. BAILEY, Auteur ; Catherine BORLAND-KERR, Auteur ; Roger MILLS-KOONCE, Auteur ; Karlen LYONS-RUTH, Auteur . - p.261-277. Langues : Anglais (eng) in Development and Psychopathology > 31-1 (February 2019) . - p.261-277 Index. décimale : PER Périodiques Résumé : The Atypical Maternal Behavior Instrument for Assessment and Classification (AMBIANCE; Bronfman, Madigan, & Lyons-Ruth, 2009–2014; Bronfman, Parsons, & Lyons-Ruth, 1992–2004) is a widely used and well-validated measure for assessing disrupted forms of caregiver responsiveness within parent–child interactions. However, it requires evaluating approximately 150 behavioral items from videotape and extensive training to code, thus making its use impractical in most clinical contexts. Accordingly, the primary aim of the current study was to identify a reduced set of behavioral indicators most central to the AMBIANCE coding system using latent-trait item response theory (IRT) models. Observed mother–infant interaction data previously coded with the AMBIANCE was pooled from laboratories in both North America and Europe (N = 343). Using 2-parameter logistic IRT models, a reduced set of 45 AMBIANCE items was identified. Preliminary convergent and discriminant validity was evaluated in relation to classifications of maternal disrupted communication assigned using the full set of AMBIANCE indicators, to infant attachment disorganization, and to maternal sensitivity. The results supported the construct validity of the refined item set, opening the way for development of a brief screening measure for disrupted maternal communication. IRT models in clinical scale refinement and their potential for bridging clinical and research objectives in developmental psychopathology are discussed. En ligne : http://dx.doi.org/10.1017/S0954579417001778 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

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