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The role of maternal psychosocial perceptions in parent-training programs: a preliminary randomized controlled trial

Published online by Cambridge University Press:  06 June 2019

Rebecca M. ALPER Open the ORCID record for Rebecca M. ALPER [Opens in a new window] ,
Richard R. HURTIG  and
Karla K. MCGREGOR Open the ORCID record for Karla K. MCGREGOR [Opens in a new window]
Rebecca M. ALPER*
Affiliation:
Temple University, USA
Richard R. HURTIG
Affiliation:
University of Iowa, USA
Karla K. MCGREGOR
Affiliation:
University of Iowa, USA Boys Town National Research Hospital, USA
*
*Corresponding Author. Weiss Hall Rm. 110, 1701 N. 13th St., Temple University, Philadelphia, PA19122, USA. E-mail: [email protected]; tel: 215-204-8537
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Abstract

Parent–child interaction is critical for early language and literacy development. Parent training programs have proliferated to support early interactions. However, many environmental and psychosocial factors can impact the quality of parent–child language and literacy interactions as well as training program outcomes. This preliminary randomized controlled trial examined maternal perceived self-efficacy and locus of control during a language and literacy parent training program. Thirty mother–child dyads (mother age 21–40; children 2;6–4;0) were assigned in parallel to the training or control group. The training was efficacious for mothers and children – training-group dyads made significantly greater gains in maternal strategy use, responsivity, and child print awareness than the control group. Gains were maintained one month post-training. Children whose mothers had more external baseline control perceptions identified significantly fewer print targets at baseline and made greater gains than those with more internal control perceptions. Future directions and implications are discussed.

Keywords

parent trainingself-efficacylocus of controlearly languageprint awareness
Type
Articles
Information
Journal of Child Language , Volume 47 , Special Issue 2: The Influence of Input Quality and Communicative Interaction on Language Development Part 2 , March 2020 , pp. 358 - 381
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Copyright
Copyright © Cambridge University Press 2019

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