The Development of an Objective Observation Tool for Parent-Child Interaction

1982 ◽  
Vol 47 (2) ◽  
pp. 165-173 ◽  
Author(s):  
Jo-Ann B. Russo ◽  
Robert E. Owens
Keyword(s):  
Statistical Analysis ◽  
Language Development ◽  
Subjective Ratings ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Highly Correlated ◽  
Parent Child

To address the need for objectives evaluation of parent-child interactions, the investigators created a taxonomy of interactional behavior behaviors used by parents and preverbal/early verbal children. This taxonomy was used by four judges to rate 40 1-min videotaped segments of parent-child freeplay, and the results were compared to four judges' subjective ratings of the same segments. Based on statistical analysis, the taxonomy was shortened to include only those objective behaviors that were highly correlated with the overall subjective ratings. The resultant 10-item taxonomy is discussed in relation to language development and to implications for therapy.

Positive effect of parent–child interaction on language development in preterm infants

2017 ◽  
Vol 83 ◽  
pp. 29
Author(s):  
Sergey Kiselev ◽  
Maria Lavrova ◽  
Ekaterina Suleymanova ◽  
Olga Lvova ◽  
Inna Tuktareva
Keyword(s):  
Language Development ◽  
Preterm Infants ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Positive Effect ◽  
Parent Child

Children with autism and composite tactile-visual toys during parent-child interaction

2014 ◽  
Vol 15 (2) ◽  
pp. 260-291 ◽  
Author(s):  
Min-Yuan Ma ◽  
Ya-Hsueh Lee
Keyword(s):  
Sensory Integration ◽  
Design Method ◽  
Visual Sensation ◽  
Integration Theory ◽  
Tactile Sensation ◽  
Autistic Children ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Highly Correlated ◽  
Parent Child

Based on sensory integration theory, six fabric samples containing tactile and visual stimuli were selected using the sensory perceptions of designers and combined with balls. Experiments involving these toys were implemented with 15 families with preschool-aged high-functioning autistic children. The results showed that (a) loose sequin (No. 15), which possessed equal tactile and visual intensities, was strongly correlated with frequent smiling/laughing and high enjoyment levels. The fabric provided a loose tactile sensation regarding surface interweave uniformity and a bright visual sensation regarding visually perceived luster; (b) suede (No. 5) exhibited a greater tactile intensity than visual intensity and was correlated with eye contact and activity response. This fabric possessed a smooth visual sensation regarding visually perceived smoothness; and (c) loose sequin (No. 15), which possessed equal tactile and visual intensities, was highly correlated with finger pointing and initiation. This fabric offered a thin tactile sensation regarding surface interweave thickness and a bright visual sensation regarding visually perceived luster. We suggest applying fabrics to composite toys. Specifically, loose sequin can be used initially to encourage autistic children to interact; subsequently, suede can enable sustained parent-child interaction. The experimental results provide a reference for establishing an innovative toy-design method for autistic children. Keywords: autism; sensory integration theory; parent-child interaction; toys

scholarly journals The Observed Experiences of Music Therapy on Parent-Child Interaction for Families with Children with Down Syndrome

2017 ◽  
Vol 17 (2) ◽  
Author(s):  
Jess O' Donoghue
Keyword(s):  
Down Syndrome ◽  
Music Therapy ◽  
Primary Caregivers ◽  
Study Materials ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Families With Children ◽  
Parent Child

The relationship between the quality of parent-child interactions and positive child development is well established in the literature. Nevertheless, parental and familial factors may pose risks to parents’ capacity to participate in quality interactions with their children. Families with a child with a disability in particular are more likely to experience social isolation, and higher levels of parenting stress. Early intervention programmes to promote positive parent-child interaction for these families is well recognised. However, there is a lack of literature about the effectiveness of such programmes for these families. This research study explores music therapy on parent-child interaction, specifically focusing on children with a diagnosis of Down syndrome (DS). This case study involves two in-depth cases of children diagnosed with DS and their primary caregivers. The study documents individual music therapy sessions which took place over a six week period. The case study materials were gathered through the researcher’s direct observations, fieldwork notes, and reflective journal logs. The music therapy block encouraged the primary caregivers to be more responsive during parent-child interactions. Furthermore, the children involved learned to engage and share musical activities with their mothers.

scholarly journals Media Use of Mothers, Media Use of Children, and Parent–Child Interaction Are Related to Behavioral Difficulties and Strengths of Children

2019 ◽  
Vol 16 (23) ◽  
pp. 4651 ◽  
Author(s):  
Tanja Poulain ◽  
Juliane Ludwig ◽  
Andreas Hiemisch ◽  
Anja Hilbert ◽  
Wieland Kiess
Keyword(s):  
Prosocial Behavior ◽  
Conduct Problems ◽  
Screen Time ◽  
Role Model ◽  
Media Use ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Strengths And Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

scholarly journals Does Mothers’ Self-Reported Mindful Parenting Relate to the Observed Quality of Parenting Behavior and Mother-Child Interaction?

Mindfulness ◽  
2020 ◽  
Author(s):  
Eva S. Potharst ◽  
Anna Leyland ◽  
Cristina Colonnesi ◽  
Irena K. Veringa ◽  
Eliala A. Salvadori ◽  
...  
Keyword(s):  
Maternal Sensitivity ◽  
Emotional Awareness ◽  
Parenting Behavior ◽  
Mindful Parenting ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Quality Of Parenting ◽  
The Individual ◽  
Parent Child

Abstract Objectives Growing academic interest in mindful parenting (MP) requires a reliable and valid measure for use in research and clinical setting. Because MP concerns the way parents relate to, and nurture, their children, it is important to evaluate the associations between self-reported MP and observed parenting and parent-child interaction measures. Methods Seventy-three mothers who experience difficulties with their young children aged 0–48 months admitted for a Mindful with your baby/toddler training (63% in a mental health care and 27% in a preventative context) were included. Mothers completed the Interpersonal Mindfulness in Parenting scale (IM-P) and video-observations of parent-child interactions were coded for maternal sensitivity, acceptance, mind-mindedness, and emotional communication (EC). Results The IM-P total score was positively associated only with mothers’ gaze to the child (EC). IM-P subscale Listening with Full Attention negatively predicted non-attuned mind-mindedness, Compassion with the Child positively predicted maternal sensitivity and positive facial expression (EC), and Emotional Awareness of Self positively predicted mothers’ gaze to the child (EC) and dyadic synchrony of positive affect (EC). Conclusions The current study provides support for the hypothesis that the IM-P total score is predictive of maternal actual attention for the child during a face-to-face interaction. When the IM-P is administered with the aim to gain understanding of different aspects of parenting behavior and the parent-child interaction, it is important not only to employ the IM-P total score but also to incorporate the individual IM-P subscales, as meaningful associations between IM-P subscales and observed parenting and parent-child interactions were found.

scholarly journals Assessment of a Parent-Child Interaction Intervention for Language Development in Children

2019 ◽  
Vol 2 (6) ◽  
pp. e195738 ◽  
Author(s):  
Dimitri A. Christakis ◽  
Sarah J. Lowry ◽  
Georgia Goldberg ◽  
Heather Violette ◽  
Michelle M. Garrison
Keyword(s):  
Language Development ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

scholarly journals Children’s Interest in Learning English Through Picture Books in an EFL Context: The Effects of Parent–Child Interaction and Digital Pen Use

2020 ◽  
Vol 10 (2) ◽  
pp. 40
Author(s):  
Naya Choi ◽  
Sujeong Kang ◽  
Jiyeon Sheo
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Efl Context ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Digital Pen ◽  
Parent Child Interaction ◽  
Picture Book Reading ◽  
Parent Child ◽  
Learning English

In recent years, the ways in which to read English picture books to young children has become diverse in English as a foreign language (EFL) context. The present study examined the effect of parent-child interactions and digital pen use during English picture book reading in the child’s interest in learning English. A total of 320 Korean mothers of three to five year old preschool children participated in the study. The results revealed the following. First, children’s interest in learning English was higher when they used digital pens and engaged in frequent parent-child interactions during English picture book reading. Second, parent-child interaction was a more significant variable in children’s interest in learning English compared to digital pen use. Third, the moderator effect of digital pen use in the relation between parent-children interaction and children’s interest in learning English was insignificant. In other words, parent-child interaction was important in increasing children’s interest in learning English, regardless of digital pen use. While rapid advances in technology enhanced teaching pedagogy, parent-child interaction in foreign language learning still remains as a crucial factor. Further implications and future directions are discussed.

scholarly journals Training community health nurses to measure parent–child interaction: a mixed-methods study

2019 ◽  
Vol 30 (3) ◽  
pp. 445-450
Author(s):  
Penny Levickis ◽  
Cristina McKean ◽  
Elaine Walls ◽  
James Law
Keyword(s):  
Mixed Methods ◽  
Child Health ◽  
Rating Scale ◽  
Free Play ◽  
Parental Responsiveness ◽  
Additional Tool ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Parent Child

Abstract Background This study aims to determine whether the Parental Responsiveness Rating Scale (PaRRiS) completed at child age 24–30 months can be used by community child health nurses (CCHNs) to reliably measure the quality of parent–child interactions in practice. Methods A mixed-methods design was used involving CCHNs working in public health settings. Five CCHNs recruited from the North-East of England were trained to use PaRRiS. Thirty parent–child dyads attending their routine 24–30-month check were observed. Nurses rated parent–child dyads during 5 min of free-play using PaRRiS. The free-play sessions were video recorded and rated blind by the first author to the nurse observation. Semi-structured phone interviews were conducted with the five CCHNs once observations of parent–child interactions were complete. Interviews were audio-recorded, transcribed, anonymized and thematically analyzed. Results Two-thirds of participating parents were mothers. Half the families (15/30) were from the 10% most deprived areas based on the English Index of Multiple Deprivation. The average PaRRiS score was 3.03 [standard deviation (SD) = 0.8; all ratings were <5.0]. Reliability between the first author (‘gold standard’) and CCHNs was excellent [Intra-class correlation coefficient (ICC): 0.85; 95% confidence interval (CI): 0.67–0.93]. CCHNs found PaRRiS aligned well with current practice and was acceptable to parents. There was no evidence of a relationship between social disadvantage and PaRRiS scores. Conclusions With further development and evaluation work, PaRRiS could potentially be incorporated into existing universal health services to provide child health nurses with an additional tool for identifying families most likely to be in need of parent–child interaction interventions.

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