Special Education Theses and Dissertations

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Open Access
A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder
(University of Oregon, 2019-09-18) Zemantic, Patricia; McIntyre, Laura Lee
An adapted alternating treatments design was used to evaluate the effect of context on the acquisition of intraverbals for three young children with autism spectrum disorder (ASD) when utilizing instructive feedback (IF). All participants acquired secondary targets when presented in an instructional setting along with primary targets. Two participants acquired secondary targets in the absence of primary targets and treatment – one participant in an instructional setting (high demand) and another participant in a novel setting (low demand). A third participant did not acquire any secondary targets in the absence of primary targets and direct training. All participants had generalized responding to novel therapists and untrained Wh-questions. Responding maintained across 2- and 4-week probes for most participants, with some mild (e.g., less than 10% reduction) to moderate decrements (e.g., over 50% reduction in responding) observed. Finally, caregivers provided social validity ratings of the procedures used. Caregivers provided generally positive ratings of the procedures, but these ratings appeared to change once caregivers were shown how their individual child responded to each procedure. Specifically, caregivers tended to rate procedures that were effective for their child more favorably following a review of their child’s performance. Future directions for research and clinical applications of IF procedures are discussed.
Open Access
A Delphi Survey on the Implementation of Trauma-Informed Care Techniques for Autistic Children
(University of Oregon, 2022-10-04) McCafferty, Kali; Machalicek, Wendy
Autistic youth and youth with intellectual and developmental disability (IDD) are at an increased risk of experiencing potentially traumatic events. As such, they may benefit from extra support across service providers; however, little knowledge on trauma exists among service providers that frequently work with autistic youth but do not directly address trauma-symptoms (e.g., Board Certified Behavior Analysts and speech-language pathologists). Fifteen experts from speech-language pathology, behavior analysis, and psychology participated in a two-round modified Delphi-closed study to gain consensus on trauma-informed practices that should be included in these guidelines. From these two survey rounds, consensus was gained for 93.6% of proposed items. Recommendations for future research include community-based participatory research to gain consensus on the generated guidelines from the autistic community in addition to the development of an educational curriculum for service providers on how to use the guidelines.
Open Access
A Modified "Talk Aloud Problem Solving" Intervention to Improve IEP Decision Making in Pre-Service Special Education Teachers
(University of Oregon, 2024-08-07) Quinn, Sarah; Machalicek, Wendy
In this randomized multiple baseline across participants single-case design study, pre-service special education teachers received a modified Talk Aloud Problem Solving (TAPS) intervention to improve their use of problem-solving verbal behavior and reasoning skills when making instructional decisions. Special education teacher candidates may have limited opportunities for meaningful practice with the problem-solving required to synthesize various information about student strengths, needs, and current performance into high-quality instructional decisions. This is evidenced in the field by IEP analyses that consistently demonstrate poor quality documents that lack evidence of strong instructional decisions. In this study, instructional decisions include a goal, an evidence-based instructional practice that will be used to reach that goal, and modifications or accommodations based on the student’s needs that ensure access to the general curriculum. Dyads were trained using the TAPS curriculum to use effective problem solving and active listening language when presented with a student vignette. Visual analysis, Tau-U overlap analysis, and a between-case standardized mean difference effect size were calculated. Overall, the TAPS intervention improved the use of problem-solving language but an effect on decision-making quality could not be established. Implications and future research are discussed.
Open Access
A Phenomenological Inquiry Into Culture Based, Community Driven Adaptable Interventions for Native American Youth
(University of Oregon, 2022-10-04) Blue, Tracy; Seeley, John
Abstract Native American communities work to preserve and enhance traditional culture in urban and rural environments through an emphasis on strengthening sovereignty and self-determination in order to protect and promote culture and arts programming, giving opportunities for community members and students. Interventions for youth often utilize evidence-based knowledge systems that aim at knowledge and skill building to empower pathways to adulthood. Indigenous community participatory strategies bring stakeholders together in synergy, creating empowerment interventions for youth using culture framed by disparate knowledge systems engaging youth. Canoe Culture utilizes story, song, dance, food sharing, carving canoe paddles and dugout canoes, establishing strength from the ancestors. Exemplified by the canoe culture, each unique Tribal culture is a suitable foundation for adaptable intervention curriculum, providing an intersection of culture and youth well-being. This dissertation explores Tribal adaptations of curriculum such as those derived from the program: Healing of the Canoe (HOC). Qualitative data from structured interviews illuminates experiences from Tribal adoption and implementation adapting the curriculum to individual unique cultures and communities. I investigate the ontological divide of disparate knowledge systems utilizing an evidence-based Implementation Science and Indigenous Science in order to create effective synergies with adaptable culture-infused interventions for Native youth empowerment (Cajete, 2000). Specifically I seek to extract meaning from how Native American culture, curriculum and community play a role in the adoption of adaptable interventions for youth empowerment. I investigate how curriculum’s adaptable uniqueness and community cooperation drives wellness through culture, while producing resilience, identity and protective factors for developing youth. This study will take meaning from phenomenological interviews to gain perspective of Tribal leadership’s experiences while adapting unique interventions.
Open Access
A Phenomenological Study of Transgender Youth With Disabilities High School Experiences
(University of Oregon, 2019-01-11) Ingram, Angela; Seeley, John
The purpose of this study was to gain an in-depth understanding of the lived experiences of transgender youth with disabilties in high school. Utilizing in-depth phenomenological interviews and photography, this study sought to gain insights into how the lived experiences and intersections of transgender and disability identity impact high school experiences. The collection of interview data and photography allowed for a deeper understanding of the essence of the phenomenon under study. The aim was to understand the ways in which the complexities of ‘transgender’ and ‘disability’ identities impact high school experiences. The analysis of the data lead to six key themes including: gender as fluid, society and identity, conflation of identities, mental health, changes in school and difference as strength. This dissertation offers a more complete picture of the needs and barriers transgender youth with disabilities face to inform future research and practice. Results from this study extend the current research and provide a deeper understanding of the needs and challenges of transgendered youth with disabilities. Findings from this study also support implications for how educators work with transgender youth with disabilities and how schools can be more inclusive in meeting their needs.
Open Access
A Preliminary Study on the Effects of Behavioral Mimicry on Drinking Behaviors in Older Adult Populations
(University of Oregon, 2017-09-06) Nam, Susie; Shun, Samantha
Malnutrition and dehydration are prevalent health risks among older adults in skilled nursing facilities, particularly among those with cognitive impairments. Existing behavioral interventions do not consider social aspects of mealtimes, and there is limited research on social aspects of mealtimes in older adults. The current study introduces nonconscious behavioral mimicry as a social approach to supplement existing interventions. A repeated measures design examining the imitation of a confederate’s drinking and cup touching behaviors was employed to investigate whether these behaviors can be altered due to nonconscious behavioral mimicry in healthy older adults (N = 14; M = 71 years old). Findings indicate that behavioral mimicry increased drinking behaviors, while no significant effect was observed with cup touching behaviors. One plausible reason for this is the goal-directed nature of drinking behaviors. This thesis supports further studies to increase the magnitude of nonconscious behavioral mimicry in older adult populations with cognitive impairments.
Open Access
A Regression Tree Analysis of Factors Impacting Student-Teacher Relationship Quality for Children with Developmental Delay
(University of Oregon, 2019-09-18) Cohenour, Jessica; McIntyre, Laura Lee
Student-teacher relationships (STRs) link to healthy development across behavioral, social, and emotional domains and promote healthy adjustment to educational environments and healthy attachments to educators. Previous research identifying variables impacting the quality of these relationships show that poor-quality relationships may be more pronounced for students with high-incidence disabilities. Within-child factors such as the presence and severity of internalizing and externalizing problem behavior, social skill proficiency, and academic competence contribute to challenges establishing high-quality relationships. Parental involvement contributes to within-child characteristics and the development of quality relationships as interactions with teachers may enhance or detract the degree of connection felt by teachers, particularly when children display problem behavior. Furthermore, within-teacher and classroom characteristics such as teacher’s level of education and years of experience combined with student-teacher ratios in classrooms and the presence of additional peers with developmental disabilities may compound with within-child and family variables to impact student-teacher relationship quality. The purpose of the current study was to investigate the unique predictive power of these variables of interest on student-teacher relationship quality scores from a widely-used metric of student-teacher relationship quality utilizing both a linear regression approach as well as a non-linear parametric approach, correlation and regression tree analysis (CART). Results from our linear analysis indicate teacher-reported social skill proficiency and externalizing problem behavior scores most significantly predict STR quality within this sample. Results from our regression tree analysis identify seven subgroups related to STR quality stemming from three significant predictor variables—teacher-reported externalizing behavior symptomology, social skill proficiency, and number of years of experience in the classroom. These findings align with previous research on factors influencing STR quality while enhancing our understanding of the manner in which they interact differently according to differentiation in child and teacher profiles. Based on this research, it is clear there is a continued need to develop intervention strategies that target multiple variables impacting the quality of student-teacher relationships versus isolating and targeting those which appear most influential according to linear approaches to complex, nuanced problems of social significance.
Open Access
A Single Case Experimental Design Investigating Collaborative Interpersonal Strategy Building with Audio Reflection (CISBAR) for Improving Social Communication after Acquired Brain Injury
(University of Oregon, 2022-10-04) Iwashita, Heidi; Sohlberg, McKay
Four adults with a history of acquired brain injury (ABI) participated in an intervention study via Zoom with their everyday communication partners. This was the first trial of a new intervention, Collaborative Interpersonal Strategy Building with Audio Reflection (CISBAR). When developing CISBAR, I aimed to provide speech-language pathologists (SLPs) with an integrated package for goal-setting and treatment of social communication after ABI by combining motivational interviewing and goal attainment scaling with evidence-based treatment elements drawn from social cognitive and conversational coaching approaches. To elicit the targeted communication behaviors, CISBAR adds a new system of selecting equivalent conversation topics. To foster self-awareness and reflection, CISBAR incorporates the Conversational Rating System for ABI (CoRS-ABI). I used a single-case experimental, multiple-probe design across participants to evaluate CISBAR. All participants achieved personal communication goals. Raters scored behavior counts in 6-7 minute conversations in random order without knowing study phase. Behavior count results supported a treatment effect in the two working on interruption, but not the two working on verbosity. Participants’ communication skills improved as reported by both primary participants and partners. Improvements were maintained at one-month follow-up. Overall, results were encouraging. With further enhancements to increase treatment potency across a range of communication targets, CISBAR shows promise as a treatment package for social communication intervention post-ABI.
Open Access
Adapting and Validating a Parent-Completed Assessment: A Cross-Cultural Study of the Ages & Stages Questionnaires: INVENTORY in China and the United States
(University of Oregon, 2016-11-21) Xie, Huichao; Squires, Jane
The Chinese government has announced the 2013 Guidelines for developing a national system for early detection of disability among children under 6 years of age. However, given limited resources, challenges exist with developmental measures required in the 2013 Guidelines. In order to meet the needs for a more accurate and cost-efficient measure for developmental assessment, the Ages & Stages Questionnaires:INVENTORY was translated into Simplified Chinese, and validated on a regional sample of 812 Chinese children ages from 1-25 months. Psychometric properties were examined; data from previous studies on the ASQ:INVENTORY in the U.S. were compared to identify differences between the two countries. Results indicated that the Chinese ASQ:INVENTORY was an instrument with sufficient internal consistency, reliability and validity. It was well accepted by parents and professionals in China. Findings suggested that the Chinese ASQ:INVENTORY provides a promising alternative measure for screening and diagnosing developmental delays in young children in China. Implications for future research and implementation are discussed.
Open Access
Adaptive Behavior, Autism Symptom Severity, and Caregiver Depression in Families with Young Children with Autism
(University of Oregon, 2014-10-17) Golya, Nandita; McIntyre, Laura Lee
Individuals with autism spectrum disorder (ASD) represent a heterogeneous population, with wide variability in adaptive behavior. Understanding sources of variability in adaptive behavior in children with ASD has important implications for early intervention. From a bioecological perspective, it may be critical for researchers and clinicians to examine the joint influence of child specific attributes and family characteristics in order to gain a better understanding of adaptive behavior development among children with ASD. Previous studies examining the association between adaptive behavior and autism symptom severity have yielded inconsistent results, emphasizing the need for additional research. Additionally, the link between caregiver depression and adaptive behavior warrants investigation given initial evidence that familial depression negatively influences adaptive behavior in children with ASD. The present study extended previous research efforts by examining the relations among adaptive behavior (communication, socialization, and daily living skills), autism symptom severity, and caregiver depression in families with young children with ASD. Families were recruited through early intervention and early childhood special education/preschool programs. Data were collected from 60 primary caregivers of young children through the use of extensive in-home interviews and child assessments. Adaptive behavior, autism symptom severity, and caregiver depression were measured using the Vineland Adaptive Behavior Scales, Childhood Autism Rating Scale, and Center for Epidemiologic Studies Depression Scale, respectively. Findings suggest that after controlling for child age, autism symptom severity accounted for significant variance in adaptive behavior skills, with socialization being most impacted. Furthermore, adaptive behavior profiles differed across autism symptom severity levels. While more than half of the caregivers reported heightened depressive symptoms, caregiver depression was not statistically related to adaptive behavior. Limitations, directions for future research, and implications for practice are discussed.
Open Access
Adverse Childhood Experiences and Parental Warmth: A Mixed Methods Analysis of Adversity and Parenting Behavior With a Community Sample of Mothers
(University of Oregon, 2024-01-09) Fisher, Stephanie; Giuliani, Nicole
Parenting is an important and complex experience that drives a child’s healthy development and well-being as an adult. Parenting has strong implications for child outcomes, and the link between a history of adversity and unsupportive parenting practices as an adult has been well-established in research. The effects of childhood adversity on supportive parenting, however, are still unclear. Parental warmth is a key component of supportive practices, but little is known about how exposure to adverse childhood experiences can impact warmth-related parenting behaviors. In order to investigate this relationship further, 84 mothers and their 3 to 5 year-old children participated in parent-child interactions and self-report measures. Data from the Adverse Childhood Experiences (ACE) Questionnaire (ACE-Q; Felitti et al., 1998) and related variables of importance were analyzed using a mixed methods approach with quantitative statistical analyses and qualitative analysis of non-participant observations. This study aimed to closely understand the relationship between ACEs and parental warmth by operationalizing ACEs in three distinct ways, assessing related parenting behaviors, discovering differences among mothers with high ACE scores, and exploring data synergistically guided by qualitative analysis. Findings from this study indicate that more exposure to adverse childhood events is related to fewer warm behaviors as a parent, and that socio-emotional factors may play an influential role in this association.
Open Access
An Argument-Based Approach to Early Literacy Curriculum-Based Measure Validation Within Multi-Tiered Systems of Support in Reading: Does Instructional Effectiveness Matter?
(University of Oregon, 2021-09-13) Suhr, Marissa; Fien, Hank
Early literacy curriculum-based measures (CBMs) are widely used as universal screeners within multi-tiered systems of support in reading (MTSS-R) for (1) evaluating the overall effectiveness of the reading system and (2) assigning students to supplemental and intensive interventions. Evidence supporting CBM validity for these purposes have primarily relied on diagnostic accuracy statistics obtained from evaluations of CBMs’ discriminative (i.e., sensitivity and specificity) and predictive (i.e., likelihood ratios, posttest probabilities) ability across various lag times and instructional contexts. The treatment paradox has been identified as a potential source of bias which may systematically alter diagnostic accuracy statistics when there is substantial lag time between administrations of the screener and outcome measure within medical diagnostic accuracy studies, particularly for conditions that lie on a continuum such as reading difficulties. However, the impact of the treatment paradox on early literacy screener diagnostic accuracy statistics in the context of MTSS-R is unknown. The current study examines the degree to which the treatment paradox, in the form of reading instruction, alters the diagnostic accuracy of a nonsense word fluency screener across different lag times. Concurrent and predictive validity coefficients and diagnostic accuracy statistics are examined within the context of a randomized controlled trial for meaningful differences across time points, lag times and levels of instructional effectiveness across two different outcome measures.
Open Access
An Examination of Factors Impacting Executive Functioning in Children with Developmental Delays
(University of Oregon, 2021-09-13) Barton, Hannah; McIntyre, Laura Lee
Executive functioning abilities have been associated with important behaviors such as adaptive skills and cognitive abilities in children with and without disabilities. Executive functioning has primarily been measured as a strong predictor of later abilities in children with neurodevelopmental disabilities, such as attention-deficit/ hyperactivity disorder. However, little to no research exists on the role of executive functioning in the lives of children with developmental delays. Developmental delay refers to a broad descriptive category that encompasses a heterogeneous group of children who do and do not yet meet diagnostic criteria for a disability but experience delays in at least one developmental domain. This population presents with a wide range of ability levels and life outcomes. Children with developmental delays represent a common, but understudied, population. The current study explored the relation between child variables in preschool with executive functioning in middle childhood as assessed by direct and indirect (caregiver-reported) measures. Ninety-three children who were identified as having a developmental delay in preschool participated in this study. Seventy-nine of the children continued to meet criteria for a developmental delay or disability in middle childhood. Children completed direct measures of overall cognition, autism symptomology, and executive functioning while caregivers reported on their child’s adaptive behavior and executive functioning through an interview and behavior checklist. Child diagnostic classification and adaptive behavior in preschool did not predict later executive functioning, whether reported by parents or directly measured. The addition of variables measuring autism symptomology and overall cognition in middle childhood did not further explain the relation between child characteristics in preschool and executive functioning in middle childhood. However, caregiver-reported adaptive behavior in middle childhood accounted for a significant amount of the variance in caregiver-reported executive functioning. Future research should continue to examine the characteristics of children with developmental delays across different developmental stages. Additional examinations of the directionality of executive functioning and other key child behaviors, such as adaptive skills, are recommended.
Open Access
An Examination of the Oregon Kindergarten Assessment
(University of Oregon, 2015-08-18) Wilson, Allison; Squires, Jane
A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on the kindergarten year as having important consequences for a child’s acquisition of knowledge and skills that determine later school success. However, children begin kindergarten with a diverse array of skills and experiences, including many who have not been enrolled in any preschool programs outside the home environment. State kindergarten entry assessments can provide baseline information to help teachers target instruction and assist in meeting child learning benchmarks. In fall of 2013, school districts in Oregon began administering the Oregon Kindergarten Assessment (OKA) to all entering kindergarten students. Administered within the first six weeks of school, the OKA includes measures in early literacy, early math, and approaches to learning. This study explored student performance on the OKA as well as its utility as perceived by Oregon kindergarten teachers. Specifically, the following questions were asked: (1) Are there significant differences in children’s performance on the OKA based on demographic characteristics? (2) What is the performance of children previously receiving Early Childhood Special Education on the OKA? and (3) What is the utility of the OKA, as evaluated by kindergarten teachers? Data collected by the Oregon Department of Education were used, as well as data from kindergarten teacher interviews. Results of the study reinforce what is known about the opportunity gap among young children prior to entering kindergarten, as well as provide insight on how the intended purposes of the OKA are being met. Findings may assist administrators, teachers, parents, and policy makers in understanding current use of the OKA as well as assisting with future steps to modify curriculum, instructional methodology, teacher training, and transition practices.
Open Access
An Experimental and Descriptive Analysis of a Multilevel Consultation Model to Support Paraprofessionals in Implementing Behavioral Interventions in an Early Childhood Special Education Setting
(University of Oregon, 2018-09-06) Mahon, Jake; McIntyre, Laura Lee
Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least experience and training administering behavior support plans (BSPs) in their setting. A multi-level consultation model was used to train paraprofessionals (i.e., teaching assistants) to implement individualized BSPs. First, paraprofessionals were trained in a one-on-one setting how to implement the BSPs using behavioral skills training. Next, adherence to the BSP was monitored by independent observers and additional support was delivered contingent on meeting an adherence criterion. Through a cascading logic, data showed that paraprofessionals engaged in immediately and significantly higher levels of BSP adherence following application of the multilevel consultation model, and as a result, students engaged in immediately and significantly lower rates of challenging behavior (Tau-U = -.97 to -1), which maintained over time. Further, all adult participants rated the procedures as highly acceptable. Thus, with minimal training provided to each paraprofessional across the study (M = 151.2 minutes), and dramatic observed changes in challenging behavior, the multilevel consultation model proved highly efficient, effective, and acceptable.
Open Access
An Exploratory Approach to Understanding Opioid Treatment of Mothers
(University of Oregon, 2019-09-18) Storie, Sloan; Squires, Jane
A strength-based approach was used to explore how mothers with opioid use disorder have overcome barriers to access supports and services within the community. To understand this issue, an exploratory qualitative study using a phenomenological approach that investigated the path to success of mothers in recovery from opioid use disorder within a rural community. This study used a pragmatic research lens within a rural community to understand the context of the problem. The voices and lived experiences of mothers in recovery and treatment providers were sought to add valuable perspectives on barriers and potential improvements to current practices and processes. Results from this research study have the potential to (a) provide a new understanding of mothers’ experiences accessing treatment, (b) unveil the community’s perceptions of mothers accessing treatment, and (c) share strategies for prevention and intervention focused on family-centered practices. Implications and future directions are discussed.
Open Access
An analysis of a secondary level intervention for high school students at risk of school failure: The High School Behavior Education Program
(University of Oregon, 2009-06) Swain-Bradway, Jessica L., 1976-
The High School Behavior Education Program (HS-BEP) is a secondary level intervention for high school "at risk" students that provides both academic and social supports. Students participating in the HS-BEP attend a 45-minute study-skills course two to three days a week that focuses on organizational and self-management skills. As part of the study-skills class, students also participate in a modified behavior education program (BEP) designed to establish access to adult support. Six high school students identified by their teachers as "at risk" socially, and/or academically participated in the study. The students were enrolled in a Pacific Northwest high school implementing school-wide positive behavior support. Direct observation and permanent product data were collected on (a) the fidelity with which the HS-BEP was implemented, (b) academic engagement during general content classes (English, math, history, etc.), (c) problem behavior during classes, (d) percentages of course assignment completion, (e) class attendance, and (f) number of office discipline referrals. A single-case multiple baseline experimental design across students was used to assess the primary research question: is there a functional relation between the implementation of the HS-BEP and an increase in academic engagement. Secondary analyses examined the impact of the HS-BEP on (a) decreases in problem behaviors, (b) increases in assignment completion, (c) increases in class attendance, and (d) decreases in office discipline referrals for "at risk" high school students engaging in escape maintained behaviors. Results demonstrated a functional relation between implementation of the HS-BEP and improved academic engagement. Levels of problem behavior were too low to assess impact, and small to moderate improvements in assignment completion were observed. Implications are provided for the design of secondary-level supports in high schools. References
Open Access
An Analysis of the Effects of Using Direct Measures in a Competency Based Professional Education Program: An Example in Nursing
(University of Oregon, 1973-08) Dean, Diana Hill
The purpose of this study is to demonstrate the serial relationship between behavioral criteria (competencies) and the measured evidence of the application of the competencies by the learner. Specifically, our task is twofold: 1) to describe the development of a competency based educational program; and 2) to measure the application of those competencies by the learner in clinical field settings. The specified competencies are select behaviors from a nursing curriculum. This study concentrates on the educational process and the application of specified behavior during the learning period. No attempt is made to examine the relative merits of the select behaviors or to measure the effects of the application of nurse behavior on changes in patient health status. The author starts with the basic assumptions that: 1) education (learning) is a developing science; 2) special education contributes substantially to the development of educational technology; 3) professional education shares some common concerns with special education, and 4) the educational process for nursing education has the same attributes as education in general.
Open Access
Associations Among Maternal Distress, Parenting Behaviors, And Child Self-Regulation In Latina Mother-Child Dyads: Exploring The Role Of Cultural Factors
(University of Oregon, 2024-01-09) Onofrietti Magrassi, Antonella; Giuliani, Nicole
There is extensive evidence on the negative effects of maternal depression and parenting stress on child development. Specifically, there is a robust body of literature suggesting that depression and stress decrease maternal responsiveness which affects the mother-child interactions and relationship. This disruption in the dyad may hinder appropriate child self-regulation development which has been extensively linked to important outcomes (e.g., school readiness, academic achievement, social-emotional competence). However, most of this research work has focused on White European families which considerably differ from the rapidly growing Latino population in the United States. The present cross-sectional study sought to examine the associations among maternal distress (maternal depression and parenting stress), parenting behaviors, and child self-regulation while considering racial stress (stress of immigration and perceived racism) in a community sample of 150 Latina mother-child dyads across the country. This study also explored the moderating effects of cultural factors such as acculturation, ethnic identity, and social support on these associations. Latina mothers of preschool aged children participated remotely by completing a demographic questionnaire via phone call and filling out several self-report, standardized surveys assessing aspects of maternal distress, parenting, and child behavior. Several regression analyses were conducted. Findings from this study indicate that in a low-risk sample of Latina mother-child dyads higher levels of maternal distress were negatively associated with child self-regulation even when controlling for child sex. Results also showed that this relation may be partially mediated by negative parenting. Although in this sample racial stress was not significantly correlated with child self-regulation, it was positively correlated with maternal distress suggesting that culture specific stressors significantly contribute to reductions in maternal psychological well-being.
Open Access
Associations Between Caregiver Depression and Social Support Among Diverse Caregivers of Children with Developmental Delay and Autism
(University of Oregon, 2024-01-09) Taiwo, Abiola; McIntyre, Laura Lee
Caregivers of children with developmental delay (DD) or disabilities are at a higher risk of developing mental health problems like depression when compared to caregivers of children who are typically developing. Several factors, including child diagnosis and child challenging behavior, have been known to exacerbate caregiver risk for mental health problems. Social support has been investigated as a way to cope with caregiver depression, but limited research has examined these associations in the DD population, particularly among diverse caregivers. This exploratory study sought to provide information about the association between types of social support and caregiver depression in a sample of 175 ethnically and linguistically diverse caregivers who have children with DD or autism spectrum disorder (ASD). The following research questions were addressed: (1) Which types of social support (family, informal, formal) are viewed as helpful to caregivers of young children with DD/ASD? (2) Does utilization of social support vary by ethnicity (Latinx, non-Latinx)? (3) Which types of social support (family, informal, formal) are associated with caregiver depression? (4) Is the association between social support and caregiver depression moderated by child challenging behavior, child diagnosis (ASD vs DD), or ethnicity (Latinx vs. non-Latinx)? (5) After accounting for family sociodemographic variables (i.e., income, caregiver education, and ethnicity) is social support associated with caregiver depression? Study results for the first research question demonstrated that caregivers rated formal support as most helpful, and informal support as less helpful. The second research question indicated that caregivers’ ratings of the utilization of support did not vary by ethnicity. Results for research question 3 revealed that 1) total and family based supports were associated with caregiver depression and 2) neither formal nor informal supports were associated with caregiver depression. The fourth research question showed that the relation between social support and caregiver depression was not moderated by child challenging behavior, child diagnosis, or caregiver ethnicity. The fifth research question indicated that after controlling for caregiver income, education, and ethnicity, social support explained unique variance in caregiver depression scores. The results of this study have implications for professionals and clinicians, particularly when working with Latinx families during the early childhood period, as well as implications for effectively and efficiently accessing interventions aimed at improving access to support, and caregiver depression when parenting children with developmental delays and disabilities.