The Relationship between Parent Stress and Child Expressive and Receptive Language Abilities in Families of Children with Developmental Disabilities

The Relationship between Parent Stress and Child Expressive and Receptive Language Abilities in Families of Children with Developmental Disabilities

The Relationship between Parent Stress and Child Expressive and Receptive Language Abilities in Families of Children with Developmental Disabilities

The Relationship between Parent Stress and Child Expressive and Receptive Language Abilities in Families of Children with Developmental Disabilitiess

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Référence bibliographique [10535]

Hopkins, Sydney. 2012. «The Relationship between Parent Stress and Child Expressive and Receptive Language Abilities in Families of Children with Developmental Disabilities». Mémoire de maîtrise, Montréal, Université McGill, Département de psychopédagogie et psychologie du counseling.

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1. Objectifs


Intentions :
«The purposes of the current study are threefold. The first purpose is to replicate previous findings in the parent stress literature and determine whether parents of children with autism spectrum disorder and parents of children with Down’s syndrome differ significantly in levels of parent stress. The second purpose is to compare children with autism spectrum disorder and children with Down’s syndrome on expressive and receptive language abilities. The third purpose is to explore the relationship between child language competency and parent stress in families of children with autism spectrum disorder and Down’s syndrome.» (p. 11)

Questions/Hypothèses :
«The current study seeks to address three questions: [...] Are there significant differences between parents of children with autism spectrum disorder and parents of children with Down’s syndrome in terms of parental stress? […] Are there significant differences between children with autism spectrum disorder and children with Down’s syndrome in terms of their expressive and receptive language abilities? [...] What is the relationship between parent stress and children’s receptive and expressive language abilities in families of children with autism spectrum disorder and families of children with Down’s syndrome?» (p. 42-43)

2. Méthode


Échantillon/Matériau :
«The current study is one part of a larger, ongoing research program on early intervention services for developmental disabilities supervised by Dr. Ingrid Sladeczek in the Early Intervention Research Initiative at McGill University. [...] As part of this ongoing initiative, children and their parents received services at six different early intervention sites across Ontario and Quebec and were assessed at two time points on various measures of parent and child outcomes. [...] The child sample consists of 84 children, 42 children with a diagnosis of autism spectrum disorder and 42 children with a diagnosis of Down’s syndrome. [...] The sample consists of 84 mothers, 42 mothers of a child with autism spectrum disorder and 42 mothers of a child with Down’s syndrome.» (p. 44-46)

Instruments :
Questionnaires

Type de traitement des données :
Analyse statistique

3. Résumé


«Les parents d’enfants atteints de TSA [troubles du spectre de l’autisme] avaient des niveaux plus élevés de stress liés aux caractéristiques de l’enfant que les parents d’enfants trisomiques, mais des niveaux comparables de stress liés aux caractéristiques des parents. Les enfants atteints de TSA avaient des compétences langagières réceptives significativement plus faibles que les enfants trisomiques, mais les enfants des deux groupes avaient une compétence langagière expressive similaire. La compétence langagière expressive des enfants était liée négativement au stress parental dans 7 des 13 (r = - 0,35 à r = - 0,50) domaines de stress. La compétence langagière réceptive des enfants était liée négativement au stress parental dans 9 des 13 domaines de stress (r = - 0.32 à r = - 0,56) pour les familles d’enfants trisomiques. Aucune relation significative n’a été trouvée dans les familles d’enfants atteints de TSA.» (p. 5)