Associations Among Parent-Child Relationships and Cognitive and Language Outcomes in A Clinical Sample of Preschool Children

Authors

Kara Leiser, Marquette University
Amy Heffelfinger, Medical College of Wisconsin
Astrida S. Kaugars, Marquette UniversityFollow

Document Type

Article

Language

eng

Format of Original

15 p.

Publication Date

1-13-2017

Publisher

Taylor & Francis (Routledge)

Source Publication

Clinical Neuropsychologist

Source ISSN

1385-4046

Abstract

Objective: To examine associations among parent–child relationship characteristics and child cognitive and language outcomes. Methods: Preschool children (n = 72) with early neurological insult completed assessments of cognitive and language functioning and participated in a parent–child semi-structured interaction. Results: Quality of the parent–child relationship accounted for a significant amount of unique variance (12%) in predicting children’s overall cognitive and language functioning. Impact of neurological insult was a significant predictor. Conclusions: Caregiver–child interactions that are harmonious and reciprocal as evidenced by affective and/or verbal exchanges support children’s cognitive and language development. Observations of interactions can guide providers in facilitating child- and family-centered interventions.

Comments

Clinical Neuropsychologist, Vol. 31, No. 2 (2017): 423-437. DOI.

Recommended Citation

Leiser, Kara; Heffelfinger, Amy; and Kaugars, Astrida S., "Associations Among Parent-Child Relationships and Cognitive and Language Outcomes in A Clinical Sample of Preschool Children" (2017). Psychology Faculty Research and Publications. 254.
https://epublications.marquette.edu/psych_fac/254