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ADAPTIVE BEHAVIOR AND PARENTAL STRESS AS PREDICTORS OF PARENT PERCEPTIONS OF LANGUAGE DEVELOPMENT IN TODDLERS WITH DEVELOPMENTAL DISABILITIES**

Abstract

Parenting a child with developmental disabilities can be meaningful and rewarding, yet also associated with elevated stress and complex caregiving demands. Child adaptive behavior, which reflects daily living, social, motor, and communication skills, may shape how caregivers interpret developmental progress, particularly in early language. This study examined whether parental stress, child adaptive behavior, and their interaction predicted changes in parent perceptions of language development among toddlers with Down syndrome enrolled in parent-implemented early language intervention. Twenty-nine parent–child dyads participated, and parents completed measures of stress, perceptions of language development, and adaptive behavior at pre- and post-intervention. Change scores were calculated to evaluate perceived communication gains. A moderated regression tested whether adaptive behavior influenced the association between parental stress and parent perceptions. Adaptive behavior significantly predicted perceived gains in communication (β = .47, p = .02), indicating that children with higher adaptive behavior were viewed as making greater progress. Parental stress did not significantly predict perceptions (β = .10, p = .64), and the stress-by-adaptive-behavior interaction approached significance (β = −.42, p = .07), although simple slopes were nonsignificant (ps > .05). Overall, results suggest that adaptive behavior plays a more prominent role than stress in shaping how caregivers interpret language outcomes during early intervention. Findings highlight the value of considering adaptive behavior profiles when discussing progress with families and support strengths-based, family-centered approaches to early developmental services.

Acknowledgements

Language & Literacy Fellowship; NIH NIDCD R01DC03799 & IES R324A070122 (PI: M.A. Romski)

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