The relationship between observed parenting behavior and developmental outcomes in toddlers with visual impairments

Introduction: Effective parenting can stimulate the development of children with visual impairments. However, there is limited research on the specific parenting behaviors that contribute to these developmental outcomes. The current research investigated the relationship between parenting behavior and developmental outcomes—specifically in language, cognition, social adaptation, and exploration—among young children with visual impairments. 
Methods: Twenty-two dyads of toddlers with visual impairments without additional impairments and their parents participated in 15 min of play that was video recorded, during which parenting behavior was assessed using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes. Developmental outcomes were measured using the Reynell–Zinkin Developmental scales. 
Results: Analyses were conducted in three stages. Correlation analyses revealed only negative correlations between the subscales teaching and social adaption (r = −.44, p < .05) and responsiveness and expressive language, vocabulary, and content (r = −.51, p < .05). Subsequently, bilingual children showed lower scores on social adaption (U = 15.00, p = .03) and response to sound and verbal comprehension (U = 15.00, p = .03). Lastly, in linear mixed-effect models teaching, responsiveness, and bilingualism were included as predictors. We only found significant full model for social adaption: χ²(1) = 11.17, p < .01. 
Discussion: In contrast to previous research, the relation between parenting behavior and developmental outcomes is distinct in the current study. Parents achieved high scores on parenting behavior, which can be attributed to high educational levels or the quality of care for children with visual impairments. Children exhibited high developmental outcomes, which may prompt the need for revising the Reynell–Zinkin scales. 
Implications for Practitioners: Encouragement and teaching exhibited the greatest degree of variation, thereby presenting a noteworthy area for further investigation and meriting special attention in early intervention services.