Changing Behavior: Investigating Parent Knowlege through Intervention

By:
To add a paper, Login.

This presentation will discuss a research study in progress. This small, exploratory research project employs a mixed qualitative/quantitative design to evaluate parent knowledge pre- and post-intervention utilizing the Knowledge of Infant Development Inventory (KIDI) as a data collection tool. The KIDI is an instrument specifically designed to assess parental knowledge, practices, and child development. The current exploration is based upon preliminary research already completed by the author of this proposal. In the current study, it is hypothesized that caregiver-infant communicative interaction is appreciably disrupted when the infant is disabled. The researcher will make use of the KIDI to evaluate changes in parent knowledge and self-efficacy pre- and pos-intervention. Additionally it is hypothesized: a) that the style and quality of caregiver-infant behavioral interaction will be subject to change with intervention, and b) that the positive changes in knowledge development, communication and interaction resulting from the intervention, will lead to greater developmental gains. By examining the nature of communicative interaction, attachment manifestation, and attachment change over time and in situations where the infant is disabled, it is hoped that meaningful information will be obtained regarding these dyadic relationships and attachment behavior theory in general. This proposal seeks to expand upon the initial findings by increasing the number of participants and types of disability examined, increasing the scope of the findings, and by utilizing the KIDI as a data collection tool to evaluate changes in knowledge resulting from a simple intervention.


Keywords: Parent knowlege, Parent self-efficacy, Intervention research
Stream: Knowledge , Teaching and Learning , Other
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Dr. Grace Lappin

Associate Professor, Department of Special Education, Hunter College, City University of New York
New York, NY, USA

Dr. Grace Lappin completed her studies at Columbia University. Her dissertation was awarded the Council for Exceptional Children’s Division on Visual Impairments (CEC-DV I) Dissertation of the Year Award in 2003. She is certified by CEC as a Professionally Recognized Special Educator and Clinical Diagnostician, the International Association of Infant Massage (IAIM) as an Infant Massage Instructor (CIMI) and by Foundations for Healthy Family Living (FHFL) as an Instructor of Infant Massage Practice (CIIM). Dr. Lappin has presented internationally on many subject areas including early childhood blindness, family literacy, teachers’ perceptions of diversity and multiculturalism, attachment formation in infants with disabilities, infant massage, and cross-cultural analysis of caregiver interactions; she maintains an active research agenda. In her private practice she addresses issues of child development, attachment, family and sibling support, and developmental variations.

Ref: H08P0043