Landry Susan H, Smith Karen E, Swank Paul R, Guttentag Cathy
Children's Learning Institute, University of Texas Health Science Center, Department of Pediatrics, Houston, TX 77030, USA.
Dev Psychol. 2008 Sep;44(5):1335-53. doi: 10.1037/a0013030.
This study examined the optimal timing (infancy, toddler-preschool, or both) for facilitating responsive parenting and the intervention effects on maternal behaviors and child social and communication skills for children who vary in biological risk. The intervention during infancy, Playing and Learning Strategies (PALS I), showed strong changes in maternal affective-emotional and cognitively responsive behaviors and infants' development. However, it was hypothesized that a 2nd intervention dose in the toddler-preschool period was needed for optimal results. Families from the PALS I phase were rerandomized into either the PALS II, the toddler-preschool phase, or a Developmental Assessment Sessions condition, resulting in 4 groups. Facilitation of maternal warmth occurred best with the PALS I intervention, while cognitive responsive behaviors were best supported with the PALS II intervention. Behaviors that required responsiveness to the child's changing signals (contingent responsiveness, redirecting) required the intervention across both the early and later periods.
本研究探讨了促进敏感性育儿的最佳时机（婴儿期、幼儿-学龄前阶段或两个阶段都进行），以及对具有不同生物学风险的儿童的母亲行为和儿童社交及沟通技能的干预效果。婴儿期的干预“玩耍与学习策略”（PALS I）显示，母亲的情感-情绪和认知敏感性行为以及婴儿的发育有显著变化。然而，据推测，为了取得最佳效果，在幼儿-学龄前阶段需要进行第二次干预。来自PALS I阶段的家庭被重新随机分配到PALS II（幼儿-学龄前阶段）或发育评估课程组，共形成4组。PALS I干预最能促进母亲的温情，而PALS II干预最能支持认知敏感性行为。需要对儿童不断变化的信号做出反应的行为（情境敏感性、重新引导）则需要在早期和后期都进行干预。
