The purpose of the analyses described in this report was to evaluate both the effects of two contrasting approaches to parent-provided child learning opportunities and the direct and indirect effects on both proximal and distal parent social-affective behavior and verbal appraisals. The participants were 71 children with significant developmental delays or multiple disabilities randomly assigned to an intervention that employed practices that either built on existing child behavior (asset-based practices) or focused on teaching children missing or delayed skills (needs-based practices). Findings showed that the asset-based intervention was associated with more parent-provided child learning opportunities and more child response-contingent behaviors, both of which were related to changes in parent proximal and distal social-affective behavior. Results indicated that parent efforts to promote child learning that built on existing child behavior had value-added influences on parents’ sense of competence and psychological well-being manifested in terms of behavior indicators of affective gratification.

中文翻译：

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发育迟缓的幼儿反应性学习的对比方法对父母社交情感行为的影响

本报告中所述分析的目的是评估两种相对方法对父母提供的孩子学习机会的影响，以及对近端和远端父母社交情感行为和言语评估的直接和间接影响。参与者是71名有严重发育迟缓或多重残疾的儿童，他们被随机分配到一项干预措施中，该干预措施应基于既有的儿童行为（基于资产的行为）或侧重于教导儿童缺少或延迟的技能（基于需求的行为）。研究结果表明，基于资产的干预措施与父母提供的更多儿童学习机会和更多的儿童反应性行为相关，两者均与父母近端和远端社交情感行为的变化有关。