Twentyman C T, Plotkin R C
J Clin Psychol. 1982 Jul;38(3):497-503. doi: 10.1002/1097-4679(198207)38:3<497::aid-jclp2270380306>3.0.co;2-x.
Forty-one parents estimated when their own child and an "average" child would attain a number of different developmental milestones. These milestones and the accompanying normative data were derived from the Vineland Social Maturity Scale (Doll, 1965). Parents were divided into three groups on the basis of a prior history of child abuse, child neglect, or no previous background of abuse or neglect. Results indicate that both the abuse and neglect groups differed from the comparison group when absolute difference scores from the normative data were analyzed. When directionality of scores were analyzed (i.e., too high or too low expectations for the child), no differences were found among the groups. Implications of an education deficit model of unrealistic parental expectations were discussed.
41位家长估计了他们自己的孩子以及一个“普通”孩子达到若干不同发育里程碑的时间。这些里程碑及相应的常模数据源自文兰社会成熟量表（多尔，1965年）。根据既往虐待儿童、忽视儿童的历史或无虐待或忽视背景，将家长分为三组。结果表明，在分析与常模数据的绝对差异分数时，虐待组和忽视组均与对照组不同。在分析分数的方向性时（即对孩子的期望过高或过低），各组之间未发现差异。文中讨论了不切实际的父母期望的教育缺陷模型的含义。
