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Early Intervention Collaborative Study: Late Adolescence

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Project Number: R40 MC 00333-04
Grantee: Boston College
Department/Center: Lynch School of Education
Project Date: 01/01/2003

Final Report

Early Intervention Collaborative Study: Late Adolescence Final Report (PDF) Exit Disclaimer

Principal Investigator

Penny Hauser-Cram, Ed.D.
140 Commonwealth Avenue
Chestnut Hill, MA  02467-3813
Phone: (617) 552-8664


  • Women/Maternal
  • Adolescence (12-18 years)


The proposed four-year study 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 identified before 24 months of age. This phase of our longitudinal study will focus on the approximately 120 adolescents as they turn 18, a critical transition point for them and their families. The general aims are to examine the social-emotional outcomes of adolescents with developmental disabilities and the well-being of their parents. Analyses will focus on modeling change and testing specific hypothesized predictors of change over multiple periods in regards to behavior problems and peer acceptance of adolescent and child-related stress and depression reported by their mothers and fathers. Hypotheses specifying contemporaneous predictors of adolescent autonomy and maternal and paternal well-being will also be tested. The purpose of this project is to provide empirical information on healthy development in adolescents with special needs and their families, which will aid the construction of policies, programs, and practices for this important group of youth.


Listed is descending order by year published.

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.

Howell A, Hauser-Cram P, Kersh JE. Setting the stage: early child and family characteristics as predictors of later loneliness in children with developmental disabilities. Am J Ment Retard. 2007 Jan;112(1):18-30.

Kersh J, Hedvat TT, Hauser-Cram P, Warfield ME. The contribution of marital quality to the well-being of parents of children with developmental disabilities. J Intellect Disabil Res. 2006 Dec;50(Pt 12):883-93.

Young JM, Hauser-Cram P. Mother-child interaction as a predictor of mastery motivation in children with disabilities born preterm. J Early Interven. 2006 July;28(4):252-63.

Hauser-Cram P, Warfield ME, Shonkoff JP, Krauss MW, Sayer A, Upshur CC. Children with disabilities: a longitudinal study of child development and parent well-being. Monogr Soc Res Child Dev. 2001;66(3):i-viii, 1-114; discussion 115-26. Review.

Warfield ME, Hauser-Cram P, Krauss MW, Shonkoff JP, Upshur CC. The effect of early intervention services on maternal well-being. Early Edu Dev. 2000 Jul;11(4):499-517.

Hauser-Cram P, Warfield ME, Krauss MW, Shonkoff JP, Upshur CC, Sayer A. Family Influences on adaptive development in young children with Down Syndrome. Child Dev. 1999 Jul-Aug;70(4):979-89.

Warfield ME, Krauss MW, Hauser-Cram P, Upshur CC, Shonkoff JP. Adaptation during early childhood among mothers of children with disabilities. J Dev Behav Pediatr. 1999 Feb;20(1):9-16.

Bronson MB, Hauser-Cram P, Warfield ME. Classrooms matter: relations between the classroom environment and the social and mastery behavior of five-year-old children with disabilities. J Applied Dev Psychol. 1997 Jul-Sep;18(3):331-48.

Hauser-Cram P, Krauss MW, Warfield ME, Steele A. Congruence and predictive power of mothers' and teachers' ratings of mastery motivation in children with mental retardation. Ment Retard. 1997 Oct;35(5):355-63.

Hauser-Cram P. Mastery motivation in toddlers with developmental disabilities. Child Dev. 1996 Feb;67(1):236-48.

Warfield ME, Hauser-Cram P. Child care needs, arrangements, and satisfaction of mothers of children with developmental disabilities. Ment Retard. 1996 Oct;34(5):294-302.

Bronson M, Hauser-Cram P, Warfield ME. Classroom behaviors of preschool children with and without developmental disabilities. J Applied Dev Psychol. 1995 Jul-Sep;16(3):371-90.

Hauser-Cram P, Bronson M, Upshur CC. The effects of the classroom environment on the social and mastery behavior of preschool children with disabilities Early Childhood Res Quarterly. 1993 Dec;8(4):479-97.

Krauss MW, Upshur CC, Shonkoff JP, Hauser-Cram P. (1993). The impact of parent groups on mothers of infants with disabilities. J Early Interv. 1993 Winter;17(1):8-20.

Shonkoff JP, Hauser-Cram P, Krauss MW, Upshur CC. Development of infants with disabilities and their families: Implications for theory and service delivery. Monogr Soc Res Child Dev. 1992;57(6):v-vi, 1-153. Review.

Hauser-Cram P, Krauss MW. Measuring change in children and families. J Early Interv. 1991 Summer;15(3):288-97.

Hauser-Cram P, Upshur C, Krauss MW, Shonkoff JP. Implications of Public Law 99-457 for early intervention services for infants and toddlers with disabilities. SRCD Social Policy Report. 1988 Autumn;3(3).

Shonkoff JP, Hauser-Cram P. Early intervention for disabled infants and their families: a quantitative analysis. Pediatrics. 1987 Nov;80(5):650-8.

Hauser-Cram P. Some cautions in synthesizing research studies. Edu Eval Policy Analysis. 1983 Jun;5(2):155-62.


Early Intervention, Developmental Disabilities, Social & Emotional Development, Stress, Depression, Mental Health & Wellbeing, Special Health Care Needs

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