Early Intervention Collaborative Study: Young Adulthood
Project Number: R40 MC 08956-03 Grantee: Boston College Department/Center: Counseling, Dev/Ed Psych/Lynch School of Education Project Date: 2/1/2008
Penny Hauser-Cram, Ed.D. Professor 140 Commonwealth Avenue Chestnut Hill, MA 02467 Phone: (617) 552-8664 Email: email@example.com
Young Adulthood (19-21 years)
This three-year investigation is a continuation of the Early Intervention Collaborative Study (EICS) of children and families who participated in early intervention services because of a child's special needs (Down syndrome, motor impairment, developmental delay) identified before 24 months of age. This phase of the longitudinal non-experimental study will focus on the approximately 115-120 young adults with developmental disabilities as they turn age 23, a year after they have aged out of special education services. This is a time when three critical transitions are likely to occur: 1) from school to employment/postsecondary education; 2) from pediatric/adolescent to adult health care; and 3) from home to independent or group living. There are two general aims: 1) to determine practice and/or policy-relevant predictors of advantageous and deleterious patterns of trajectories of individuals with developmental disabilities and their parents as they progress from early childhood to young adulthood; and 2) to determine whether different types and satisfaction with post-school transitions enhance (or disrupt) the change in these trajectories. Seven hypotheses will be tested relevant to the two aims. The young adults, their parents(s) and one sibling will be asked to complete questionnaires and participate in direct assessments. Data will be analyzed using state-of-the art pattern analysis of trajectories and hierarchical linear models. This study addresses MCHB Strategic Research Issue IV in relation to conducting longitudinal studies of special populations and analyzing child, parent and family strengths; it also addresses Issue I in regards to health care transitions of children with special needs, and is responsive to Healthy People 2010 goals of producing findings to improve health and well-being of people with disabilities.
Listed is descending order by year published.
Mitchell DB, Hauser‐Cram P, Crossman MK. Relationship dimensions of the ‘Down syndrome advantage’. J Intellect Disabil Res. Prepublished on 2014 Jul 28.
Woodman AC, Mawdsley HP, Hauser-Cram P. Parenting stress and child behavior problems within families of children with developmental disabilities: transactional relations across 15 years. Res Dev Disabil. 2015;36C:264-276.
Woodman, AC. Trajectories of stress among parents of children with disabilities: a dyadic analysis. Family Relations. doi:10.1111/fare.12049.
Hauser-Cram P, Howell AN, Young JE. A decade of review of research related to mother-child interaction in families with a child with Down syndrome or Williams syndrome. In: Burack J, Hodapp B, Zigler E, eds. Handbook of mental retardation and development. 2nd ed. Cambridge, UK: Cambridge University Press. 2012.
Hauser-Cram P, Howell-Moneta AN, Young JM. Dyadic interaction between mothers and children with Down syndrome or Williams syndrome: empirical evidence and emerging agendas. In: Burack J, Hodapp RM, Larocci G, Zigler E, eds. Oxford handbook of intellectual disabilities and development. 2nd ed, pp. 318-33. New York: Oxford University Press. 2011.
Hauser-Cram P, Warfield ME. Early intervention services. In: Carey WB, Crocker A, et al., eds. Developmental-Behavioral Pediatrics. 4th ed. Philadelphia, PA: Elsevier; 2011.
Hauser-Cram P, Warfield ME, Shonkoff JP, Sayer A, Upshur CC. Children with disabilities: a developmental-contextual perspective. In: Weiss HB, Kreider H, Lopez ME, Chapman-Nelson, eds. Preparing educators to engage families. Thousand Oaks, CA: Sage; 2010:7-11.
Mitchell DB, Hauser-Cram P. Early childhood predictors of mothers' and fathers' relationships with adolescents with developmental disabilities. J Intellect Disabil Res. 2010 Jun;54(6):487-500. Epub 2010 Mar 26.
Cuskelly M, Hauser-Cram P, Van Riper M. Families of children with down syndrome: what we know and what we need to know. Down Syndr Res Pract. 2009 Jul;12(3),202-10.
Hauser-Cram P, Krauss MW, Kersh J. Adolescents with developmental disabilities and their families. In: Lerner RM, Steinberg L, eds. Handbook of Adolescent Psychology. Vol 1. 3rd ed. Hoboken, NJ: Wiley; 2009:589-617.
Hauser-Cram P, Mitchell DB. I think I can, I knew I could: understanding and encouraging mastery motivation in young children. In: Essa EL, Burnham MM, eds. Informing our practice: useful research on young children's development. Washington, DC: National Association for the Education of Young Children; 2009:136-40.
Hauser-Cram P, Warfield ME. Early intervention services. In: Carey WB, Crocker A, Elias ER, Feldman HM, Coleman WL, eds. Behavioral-developmental Pediatrics. 4th ed. Philadelphia, PA: Elsevier; 2009:923-32.
Mitchell DB, Hauser-Cram P. Early predictors of behavior problems: two years after early intervention. J Early Interv. 2009 Dec;32(1):3-16.
Mitchell DB, Hauser-Cram P. The well-being of mothers of adolescents with developmental disabilities in relation to medical care utilization and satisfaction with health care. Res Dev Disabil. 2008 Mar-Apr;29(2):97-112. Epub 2007 Jan 30.
Developmental Disabilities, Early Intervention, Down Syndrome, School Outcomes & Services, Special Health Care Needs