Neighborhood Influences on Perceived Social Support and Parenting Behaviors.

Objectives: The aim of our study is to explore the relationships between neighborhood context, perceived social support, and parenting for low-income mothers with young infants.

Methods: Data were collected during the first three time points from the Kids in Columbus Study, a 5-year longitudinal study on low-income families. Mother-child dyads (n = 228) were recruited from five Women, Infants, and Children Centers located in a Midwestern Metropolitan area.

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs.

This study takes an ecological approach to examine how children with developmental language disorder (DLD) interact with their classmates within early childhood special education (ECSE) inclusive classrooms. Participants were 124 children with DLD, 56 children with other disabilities, and 247 typically developing children (M  = 52.42 months, SD = 6.

Teacher-child relationships and classroom-learning behaviours of children with developmental language disorders.

Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours.

Aims: To examine the association between the quality of teacher-child relationships and teacher-rated classroom-learning behaviours of children with DLDs in both preschool and kindergarten.