Elizabeth C Loi1, Kelsey E C Vaca2, Melanie D Ashland3, Virginia A Marchman3, Anne Fernald3, Heidi M Feldman4. 1. Department of Psychology, University of Oregon, Eugene, OR 97403, United States. 2. Pacific Graduate School of Psychology-Stanford Psy.D. Consortium, Palo Alto University, Palo Alto, CA 94304, United States. 3. Department of Psychology, Stanford University, Stanford, CA 94305, United States. 4. Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, United States. Electronic address: hfeldman@stanford.edu.
Abstract
BACKGROUND: Preterm birth may leave long-term effects on the interactions between caregivers and children. Language skills are sensitive to the quality of caregiver-child interactions. AIMS: Compare the quality of caregiver-child play interactions in toddlers born preterm (PT) and full term (FT) at age 22months (corrected for degree of prematurity) and evaluate the degree of association between caregiver-child interactions, antecedent demographic and language factors, and subsequent language skill. STUDY DESIGN: A longitudinal descriptive cohort study. SUBJECTS: 39 PT and 39 FT toddlers individually matched on sex and socioeconomic status (SES). OUTCOME MEASURES: The outcome measures were dimensions of caregiver-child interactions, rated from a videotaped play session at age 22months in relation to receptive language assessments at ages 18 and 36months. RESULTS: Caregiver intrusiveness was greater in the PT than FT group. A composite score of child interactional behaviors was associated with a composite score of caregiver interactional behaviors. The caregiver composite measure was associated with later receptive vocabulary at 36months. PT-FT group membership did not moderate the association between caregiver interactional behavior and later receptive vocabulary. CONCLUSIONS: The quality of caregiver interactional behavior had similar associations with concurrent child interactional behavior and subsequent language outcome in the PT and FT groups. Greater caregiver sensitivity/responsiveness, verbal elaboration, and less intrusiveness support receptive language development in typically developing toddlers and toddlers at risk for language difficulty.
BACKGROUND: Preterm birth may leave long-term effects on the interactions between caregivers and children. Language skills are sensitive to the quality of caregiver-child interactions. AIMS: Compare the quality of caregiver-child play interactions in toddlers born preterm (PT) and full term (FT) at age 22months (corrected for degree of prematurity) and evaluate the degree of association between caregiver-child interactions, antecedent demographic and language factors, and subsequent language skill. STUDY DESIGN: A longitudinal descriptive cohort study. SUBJECTS: 39 PT and 39 FT toddlers individually matched on sex and socioeconomic status (SES). OUTCOME MEASURES: The outcome measures were dimensions of caregiver-child interactions, rated from a videotaped play session at age 22months in relation to receptive language assessments at ages 18 and 36months. RESULTS: Caregiver intrusiveness was greater in the PT than FT group. A composite score of child interactional behaviors was associated with a composite score of caregiver interactional behaviors. The caregiver composite measure was associated with later receptive vocabulary at 36months. PT-FT group membership did not moderate the association between caregiver interactional behavior and later receptive vocabulary. CONCLUSIONS: The quality of caregiver interactional behavior had similar associations with concurrent child interactional behavior and subsequent language outcome in the PT and FT groups. Greater caregiver sensitivity/responsiveness, verbal elaboration, and less intrusiveness support receptive language development in typically developing toddlers and toddlers at risk for language difficulty.
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