TY - JOUR
T1 - Infant patterns of reactivity to tactile stimulation during parent-child interaction
AU - Mammen, Micah A.
AU - Moore, Ginger A.
AU - Scaramella, Laura V.
AU - Reiss, David
AU - Shaw, Daniel S.
AU - Leve, Leslie D.
AU - Neiderhiser, Jenae M.
N1 - Funding Information:
This project was supported by grant R01 HD042608 from the National Institute of Child Health and Human Development and the National Institute on Drug Abuse, NIH, U.S. PHS and by grant R01 DA020585 from the National Institute on Drug Abuse, the National Institute of Mental Health and OBSSR, NIH, U.S. PHS. The writing of this manuscript was partially supported by the first author’s Early Childhood Mental Health fellowship (grant T32MH070327; PI: Pamela Cole, Ph.D.). The content is solely the responsibility of the authors and does not necessarily represent the official views of the Eunice Kennedy Shriver National Institute of Child Health & Human Development or the National Institutes of Health. We thank the adoptive and birth families who participated in this study; the adoption agency staff members who helped with the recruitment of study participants; and John Reid, Xiaojia Ge, Jody Ganiban, and Rand Conger for their long term collaboration and significant contributions to the study.
Publisher Copyright:
© 2016 Elsevier Inc.
PY - 2016/8/1
Y1 - 2016/8/1
N2 - Touch is the primary modality infants use to engage with the world; atypical responses to tactile stimuli may indicate risk for disordered outcomes. The current study examined infants' responses to tactile stimulation within parent-child interaction, adding to prior knowledge based on parent report. Nine-month-old infants (N = 497) were observed while parents painted and pressed infants' hands and feet to paper to make designs. Positive and negative affect and gazing away, exploring, and resistance behaviors were coded. Latent Class Analysis of observed behaviors yielded four tactile response patterns partially consistent with current nosology for sensory processing patterns: Low Reactive, Sensory Overreactive, Sensory Seeking, and Mixed Over/Underreactive. To evaluate whether patterns made valid distinctions among infants, latent classes were examined in relation to parent-reported temperament. Infants in the Mixed Over/Underreactive class were rated higher in distress to limitations and activity level than other infants. Sensory processing patterns observed in parent-child interaction are consistent with those identified by parent-report and may be used in future research to elucidate relations with temperament and typical and atypical development.
AB - Touch is the primary modality infants use to engage with the world; atypical responses to tactile stimuli may indicate risk for disordered outcomes. The current study examined infants' responses to tactile stimulation within parent-child interaction, adding to prior knowledge based on parent report. Nine-month-old infants (N = 497) were observed while parents painted and pressed infants' hands and feet to paper to make designs. Positive and negative affect and gazing away, exploring, and resistance behaviors were coded. Latent Class Analysis of observed behaviors yielded four tactile response patterns partially consistent with current nosology for sensory processing patterns: Low Reactive, Sensory Overreactive, Sensory Seeking, and Mixed Over/Underreactive. To evaluate whether patterns made valid distinctions among infants, latent classes were examined in relation to parent-reported temperament. Infants in the Mixed Over/Underreactive class were rated higher in distress to limitations and activity level than other infants. Sensory processing patterns observed in parent-child interaction are consistent with those identified by parent-report and may be used in future research to elucidate relations with temperament and typical and atypical development.
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U2 - 10.1016/j.infbeh.2016.06.004
DO - 10.1016/j.infbeh.2016.06.004
M3 - Article
C2 - 27376866
AN - SCOPUS:84976351982
VL - 44
SP - 121
EP - 132
JO - Infant Behavior and Development
JF - Infant Behavior and Development
SN - 0163-6383
ER -