The Contribution of the Dyadic Parent-Child Interaction Coding System (DPICS) Warm-Up Segments in Assessing Parent-Child Interactions

2011 ◽  
Vol 33 (3) ◽  
pp. 248-263 ◽  
Author(s):  
Jenelle R. Shanley ◽  
Larissa N. Niec
Keyword(s):  
Coding System ◽  
Warm Up ◽  
Child Interaction ◽  
Parent Child Interactions ◽  
Parent Child Interaction ◽  
Parent Child

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.

Emotional Availability Scale Among Three U.S. Race/Ethnic Groups

2018 ◽  
Vol 41 (3) ◽  
pp. 409-430
Author(s):  
Della J. Derscheid ◽  
Louis F. Fogg ◽  
Wrenetha Julion ◽  
Mary E. Johnson ◽  
Sharon Tucker ◽  
...  
Keyword(s):  
African American ◽  
Pearson Correlation ◽  
The United States ◽  
Emotional Availability ◽  
Coding System ◽  
Child Interaction ◽  
Race Ethnicity ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Emotional Availability Scale

This study used a cross-sectional design to conduct a subgroup psychometric analysis of the Emotional Availability Scale among matched Hispanic ( n = 20), African American ( n = 20), and European American ( n = 10) English-speaking mother–child dyads in the United States. Differences by race/ethnicity were tested ( p < .05) among (a) Emotional Availability Scale dimensions with ANOVA, and (b) relationships of Emotional Availability Scale dimensions with select Dyadic Parent–Child Interaction Coding System variables with Pearson correlation and matched moderated regression. Internal consistency was .950 (Cronbach’s α; N = 50). No significant differences in the six Emotional Availability Scale dimension scores by race/ethnicity emerged. Two Dyadic Parent–Child Interaction Coding System behaviors predicted two Emotional Availability Scale dimensions each for Hispanic and African American mother–child dyads. Results suggest emotional availability similarity among race/ethnic subgroups with few predictive differences of emotional availability dimensions by specific behaviors for Hispanic and African American subgroups.

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 Translation, Cultural Adaptation, and Validation of Psychometric Properties of the Parent Section of Parent-Child Interaction Coding System

2021 ◽  
Vol 19 (3) ◽  
pp. 241-250
Author(s):  
Sanaz Dehghani ◽  
◽  
Fariba Yadegari ◽  
Atieh Ashtari ◽  
Akbar Biglarian ◽  
...  
Keyword(s):  
Correlation Coefficients ◽  
Spearman Correlation ◽  
Coding System ◽  
Validity And Reliability ◽  
Rater Reliability ◽  
Persian Language ◽  
Child Interaction ◽  
Video Observations ◽  
Parent Child Interaction ◽  
Parent Child

Objectives: Most of the tests regarding parent-child interaction have dealt with this issue from the emotional-behavioral point of view; however, studying these interactions from a combined verbal-behavioral aspect requires a tool consistent with Iranian culture. Parent-Child interaction coding system–3rd edition (DPICS-III, 2009) is allotted to evaluate parent-child interaction. This study was conducted on mothers of 3- to 6-year-old children to translate, adapt to the Persian language, and determine the validity and reliability of the parent section of this test. Methods: This research was descriptive-analytic with a non-experimental design. This test was adapted to the Persian language, and its face validity was examined to clarify the items. Moreover, the correlation between live and video observations of 10 mothers and children was evaluated to determine the validity of observations. Later on, the same rater reviewed the videos of 10 mothers—recorded for the correlation between live and video observations—again within a week for intra-rater reliability and verify the credibility of the rater. Moreover, the Spearman and interclass correlation coefficients were used to determine inter-rater reliability. Data analysis was done by calculating ICC, the Pearson correlation coefficient, and the Spearman correlation coefficient. Results: The translation process led to an appropriate version of the test in Persian language. The Pearson and Spearman correlation coefficients were used for analysis. The correlation between live observation and video was significant (P<0.05, 1-0.74=spearman and P>0.05, 0.99-0.83=Pearson). The reliability of intra-rater was also high (P<0.05, 1-0.89=spearman and P>0.05, 0.99-0.87=Pearson). Furthermore, inter-rater reliability was also high (P<0.05, 0.99-0.81=spearman and P<0.05, 1-0.79=ICC). Discussion: According to the study results, the parent section of DPICS is applicable in the Persian language with appropriate validity and reliability. This applicable test is either as live observation or video recording, with no differences.

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