Poster #46 - Parenting self-efficacy among caregivers of infants and toddlers with disabilities: Confirming the structure of a new measure

• In Event: 1-169 - Poster Session 04
  In Poster Session: PS 04 Section - Developmental Disabilities

Integrative Statement

Parenting self-efficacy (PSE) is defined as one’s perceived confidence, competence, and control related to parenting (Bandura, 1977). Parents of children with significant disabilities or learning challenges have reported less perceived self-efficacy than parents of children with less significant disabilities (Giallo, et al., 2013). Additionally, families of infants and toddlers with disabilities are typically enrolled in early intervention services (EI), during which caregivers are expected to carry over (i.e. embed) strategies to help their child learn and develop appropriately. The self-efficacy with which parents implement these strategies is suggested to be a key predictor of positive child outcomes (Trivette, Dunst, & Hamby, 2010). As a result, PSE has been a focus of caregiver and home visiting intervention research. Current instruments, however, designed to measure PSE are suggested to lack specificity and sensitivity (Guimond, Wilcox, & Lamorey, 2008) and likely overlook perceived ability to embed learning strategies for the child.
The current study investigated the confirmatory factor structure (CFA) of a parenting self-efficacy measure for families of infants and toddlers with disabilities. A forty-three item measure was developed to asses parents’ perceived confidence, competence, control, and ability to embed learning opportunities for their children. Families enrolled in an EI program completed the measure via either an online survey or paper survey.
A total of 262 participants completed the survey. A principle components analysis revealed four factors (Range α = 0.62-0.97; total α = 0.97) that appeared to measure: PSE in parenting tasks, PSE when working with EI professionals, agency and control respectively. The latter two factors (agency and control) were combined to be one factor. A maximum likelihood approach to CFA was conducted. We allowed each of the latent factors to correlate. Fit indices revealed the three-factor model fits reasonably well to the data. RMSEA meeting the criterion of 0.08 and CFI approaching 0.90 and SRMR of about 0.07. The chi-square statistic was significant χ2 (87) = 167.59, p < 0.01. See table 1. Additional analysis will be conducted by the time of the SRCD conference to see if additional models will indicate a better fit.
Previous research indicates that PSE is an important outcome in and of itself as well as a predictor of child and family outcomes. By fostering PSE in the context of embedding learning opportunities for infants and toddlers, opportunities to learn for children may increase and thus child outcomes promoted. The current measure has the potential to identify strengths and weaknesses regarding parents’ perceived abilities in promoting the development of their children who are receiving EI services, information that might then be used as targeted changes in the families’ intervention programs.

Authors

• Helena Mawdsley, University of Florida
  Presenting Author

• David Miller, University of Florida
  Non-Presenting Author