TY - JOUR
T1 - Temperament ratings of handicapped infants during classroom, mother, and teacher interactions
AU - Greenberg, Reena
AU - Field, Tiffany
N1 - Funding Information:
'We would like to thank the infanta, mothers, and teachers who participated in this study. Further thanks go to Norma Hanna, Jo Anne Dickinson, Laurel Allan, and Sherilyn Stoller for assistance with data collection. This research was presented at the biennial meeting of the Society for Research in Child Development, Boston, April 1981, and was supported by grant 90CW605(l) from the Administration for Children, Youth, and Families. 'All correspondence should be addressed to Tiffany Field, Department of Pediatrics, Mailman Center for Child Development, University of Miami Medical School, P. 0. Box 016820, Miami, Florida 33101.
PY - 1982/12
Y1 - 1982/12
N2 - This study investigated whether handicapped infants' temperaments are perceived differently by teachers, mothers, and observers and in different contexts. The temperament of 55 normal and same-developmental age, developmentally delayed, Down syndrome, cerebral palsied, and audio-visually handicapped infants was assessed by the infants' mothers, teachers, and an independent observer using the Carey Infant Temperament Questionnaire. In addition, using a rating scale adapted from that questionnaire, observers rated the temperament of these infants during classroom play interactions and during dyadic play interactions with the infants' mothers and teachers. Although interrater agreement coefficients were moderately high, mothers tended to rate their infants' temperament as being less difficult than did the observers who, in turn, assigned less-difficult ratings than teachers. Normal, developmentally delayed, and Down syndrome infants received less-difficult ratings than cerebral palsied and audiovisually handicapped infants on most of the temperament dimensions rated during classroom play. The interaction context also appeared to affect temperament ratings, with more-difficult ratings assigned during classroom play than during the dyadic interactions.
AB - This study investigated whether handicapped infants' temperaments are perceived differently by teachers, mothers, and observers and in different contexts. The temperament of 55 normal and same-developmental age, developmentally delayed, Down syndrome, cerebral palsied, and audio-visually handicapped infants was assessed by the infants' mothers, teachers, and an independent observer using the Carey Infant Temperament Questionnaire. In addition, using a rating scale adapted from that questionnaire, observers rated the temperament of these infants during classroom play interactions and during dyadic play interactions with the infants' mothers and teachers. Although interrater agreement coefficients were moderately high, mothers tended to rate their infants' temperament as being less difficult than did the observers who, in turn, assigned less-difficult ratings than teachers. Normal, developmentally delayed, and Down syndrome infants received less-difficult ratings than cerebral palsied and audiovisually handicapped infants on most of the temperament dimensions rated during classroom play. The interaction context also appeared to affect temperament ratings, with more-difficult ratings assigned during classroom play than during the dyadic interactions.
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U2 - 10.1093/jpepsy/7.4.387
DO - 10.1093/jpepsy/7.4.387
M3 - Article
C2 - 6185663
AN - SCOPUS:0020422634
VL - 7
SP - 387
EP - 405
JO - Journal of Pediatric Psychology
JF - Journal of Pediatric Psychology
SN - 0146-8693
IS - 4
ER -