Relationship of preschool special education outcomes to instructional practices and parent-child interaction.

Developmental outcomes attained by children receiving preschool special education services in relationship to both the general instructional approach used by their teachers and their parents' style of interaction were examined. The sample included 70 children from 41 Early Childhood Special Education (ECSE) classrooms. The type of instructional model children received was determined by dividing the sample into three clusters based upon six global ratings of children's classroom environment: Choice; Cognitive Problem-Solving; Child-Initiated Learning; Developmental Match; Child-Centered Routines; and Rewards and Discipline Strategies.

Maternal education and maternal responsiveness as predictors of play competence in low birth weight, premature infants: a preliminary report.

Videotaped play interactions of 182 low birth weight, premature toddlers and their mothers were used to investigate whether a model including maternal responsiveness together with level of maternal education was a better predictor of play maturity scores of the children than a model consisting of education level alone. The videotapes were coded using the responsiveness subscale of the Maternal Behavior Rating Scale. Regression analyses revealed that maternal education alone significantly predicted play scores, accounting for 9% of the variance.