135 Session 8
Papers Topic - Earliest Interventions for Families and Preterm InfantsS Advancing Comprehensive Early Childhood Intervention
P8.05 Characteristics of Child Directed Behaviors in Mother-Child Interactions in Typically Developing Infants and Preterm Infants Presenting Author: Ana-Marija Bohaček (Croatia) Affiliation: Child Communication Research Laboratory, Faculty of Education and Rehabilitation Science, University of Zagreb, Croatia Co-Author: Maja Cepanec When demonstrating new knowledge to children, adults change and adapt their behavior. Adults form child-directed behaviors, which are described as child-directed motions (motionese) and child-directed speech (motherese). The aim of this study is to investigate the characteristics of child-directed behavior in mother-child interactions among typically developing infants and preterm infants at risk of atypical development. Participants were mothers and typically developing infants (N=12) aged 6-12 months and mothers and preterm infants (N=12) aged 6 -12 months. The examiner presented the actions with the objects to the mothers, and the mothers were instructed to repeat the actions and present a new object to the infant. Analysis of motionese and motherese showed a high degree of adaptation of maternal behavior in both groups depending on the child's response. The results provided insight into the characteristics of child-directed behavior that shaped mother-infant interactions during knowledge transfer with typical and developmentally at-risk infants.
P8.06 The Earliest Intervention: Supporting the Pregnant and Postpartum Population Presenting Author: Kirsten Ellingsen (USA) Affiliation: University of South Florida (USF) Co-Authors: Lacy Chavis, Kirsten Ellingsen, Heather Howard, Sharon Ross-Donaldson
Identifying and providing effective early support to children’s development begins before conception. Perinatal mental illness is the number one health complication related to pregnancy and delivery. Postpartum mood and anxiety disorders are most underdiagnosed, underreported, and untreated complications of childbirth. This is a global public health issue affecting birth outcomes, infant development, and parent-child relationships. Left untreated, prenatal problems increase the risk of lasting adverse outcomes that increase the need for early childhood intervention. Intervening to improve perinatal mental health should be a global priority given prevalence rates and options for effective treatment. Improving outcomes is possible through the delivery of collaborative and comprehensive evidence-based care. This paper will describe how addressing perinatal mental health challenges is the essential starting point for an effective early intervention system. It will also describe important implementation considerations and examples of innovative models and interdisciplinary collaborative efforts aimed at addressing perinatal mental health challenges. P8.07 Early Intervention in Premature Babies in Portugal: Parent's Participation in Neonatal Care Presenting Author: Teresa Brandão (Portugal) Affiliation: University of Lisbon Center of Studies in Education Co-Author: Fernanda Guimarães Our paper details a 5-year project to enhance collaboration between United States Part C Early Intervention (EI) programs and community partners, such as physicians, child welfare, and childcare providers. The purpose of this project is to increase the use of developmental screening tools and foster meaningful conversations with families about developmental concerns, emphasizing the rural, US military, and indigenous communities in Alabama, Montana, New Mexico, and Guam. Our project strengthens early childhood cross-sector systems by gathering insights from families involved with EI, training community providers on consistent appropriate screening practices, and generating different ways to discuss concerns with families. Our findings show that the way professionals communicate about EI impacts families’ willingness to engage with EI services. Our paper proposes a four-part approach for meaningful conversations about child development and EI, focusing on perception, timing, relationships, and communication strategies.
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