Comprehensive Support for a Child With Developmental Disabilities Who Was Reluctant to Go to School: Readjustment of Mother-Child Relations

Abstract

The present study examined effects of comprehensive support for an elementary school-aged child with developmental disabilities who was reluctant to go to school, focusing on a readjustment of the relations between the child and her mother. The child's mother was given continuous consultation on how to correct the child's life rhythms and how to deal with the child. Motivational support for attending school was provided through a power card strategy, a token economy, and so on. As the mother's responses to her daughter became increasingly adequate, her emotional expressions to the child changed positively, and the mother-child relationship improved. Although the effects of the motivational supports were limited, the child became able to go to school by herself, perhaps as a result of the improved relations with her mother, as well as individual supports received in school and positive actions from her friends. These results suggest the importance of comprehensive support centering on readjustment of mother-child relations. Continuation of support after the girl entered junior high school was also discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)