scholarly journals Quality of Mother-Child Interaction Before, During, and After Smartphone Use

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolin Konrad ◽  
Mona Hillmann ◽  
Janine Rispler ◽  
Luisa Niehaus ◽  
Lina Neuhoff ◽  
...  
Keyword(s):  
Large Body ◽  
Free Play ◽  
Control Group ◽  
Parenting Quality ◽  
Parent Child Interactions ◽  
Smartphone Use ◽  
Paper And Pencil ◽  
Maternal Interaction ◽  
Still Face Paradigm ◽  
Parent Child

Studies have demonstrated that parents often exhibit a still face while silently reading their cell phones when responding to texts. Such disruptions to parent-child interactions have been observed during parental media use such as texting and these disruptions have been termed technoference. In the present study, we explored changes to mother-child interactions that occur before, during and after interruptions due to texting using an adapted naturalistic still face paradigm. Specifically, we examined the effect of an interruption due to either maternal smartphone use or use of an analog medium on maternal interaction quality with their 20- to 22-month-old children. Mother-child interactions during free play were interrupted for 2 min by asking the mothers to fill out a questionnaire either (a) by typing on the smartphone (smartphone group) or (b) on paper with a pen (paper-pencil group). Interactional quality was compared between free-play and interruption phases and to a no-interruption control group. Mixed ANOVA across phase and condition indicated that maternal responsiveness and pedagogical behavior decreased during the interruption phase for both the interruption groups (smartphone and paper-and-pencil) but not for the no-interruption group. Children also increased their positive bids for attention during the paper-and-pencil and the smartphone conditions relative to the no-interruption control. These findings are consistent with a large body of research on the still-face paradigm and with a recent study demonstrating that smartphone interruptions decreased parenting quality. The present study, however, connects these lines of research showing the many everyday disruptions to parent-child interactions are likely to decrease parenting quality and that toddlers are likely to detect and attempt to repair such interruptions.

Parents Outcomes of Parent-Mediated Intervention for Toddlers With Autism

2021 ◽  
pp. 027112142110191
Author(s):  
Xinyue Liu ◽  
Hannah H. Schertz
Keyword(s):  
Learning Outcomes ◽  
Intervention Group ◽  
Children With Autism ◽  
Control Group ◽  
Mediated Learning ◽  
Significant Group ◽  
Parent Child Interactions ◽  
Learning Principles ◽  
And Control ◽  
Parent Child

Parent-mediated intervention can enhance parents’ competence in supporting parent–child social interactions. Research and current policy have highlighted the importance of building family capacity in supporting parents to help children with autism develop social communication abilities. Parents who experienced parent-mediated interventions have reported reduced parenting stress; however, few studies have examined parents’ learning outcomes from such interventions for children with autism. We assessed parents’ learning outcomes from participation in the Joint Attention Mediated Learning (JAML) intervention and explored differences in parents’ application of mediated learning principles between intervention and control groups. We used parent–child interaction videos to analyze parents’ application of mediated learning principles with their toddlers in home settings and found significant group differences in parents’ application of the principles at postintervention. Parents in the intervention group showed significant improvements in their competence in mediating child learning in unstructured parent–child interactions, but there were no significant gains for parents in the control group.

Mother–child interactions in young children with excessive physical aggression and in typically developing young children

2017 ◽  
Vol 22 (3) ◽  
pp. 467-482 ◽  
Author(s):  
Nadine Urbain-Gauthier ◽  
Jaqueline Wendland
Keyword(s):  
Young Children ◽  
Aggressive Behavior ◽  
Physical Aggression ◽  
Free Play ◽  
Young Age ◽  
Clinical Samples ◽  
Typically Developing ◽  
Parent Child Interactions ◽  
Early Parent ◽  
Parent Child

Background: Among the multiple risk factors, the emergence of conduct problems in young children may be linked to harsh parenting and child’s temperamental difficulties, leading to a reciprocal early discordant relationship. Little is known about the characteristics of early parent–child interactions in young children with physical aggression. Objective: The purpose of the current study was to evaluate the characteristics of mother–child interactions in dyads referred for excessive physical aggression in young children under 5 years of age compared to mother–child interactions in typically developing young children. Method: Mother–child interactions were assessed during a free-play session in both a clinical sample ( N = 70, child mean age  = 3.5 years) and a nonclinical sample ( N = 80, child mean age  = 3.5 years) by using the Rating Scale of Interaction Style (Clark and Seifer, adapted by Molitor and Mayes). Results: Significant differences were found between several interactive features in clinical and nonclinical dyads. In clinical dyads, mothers’ behaviors were often characterized by intrusiveness and criticism toward children, and poor facilitative positioning. Children with excessive aggressive behavior often displayed poor communication, initiation of bids, and poor responsiveness toward the mother. They displayed fewer sustained bouts of play than typically developing children did. In clinical dyads, strong positive correlations were found between child responsiveness and maternal interest in engagement ( r = .41, p < .001), while the child displaying sustained bouts of play was negatively correlated with the mother’s attempts to intrude on the child’s activity ( r = .64, p < .05). Conclusions: These data show that children with excessive aggressive behavior develop disrupted mother–infant interactions from a very young age. Several negative interactive features and correlations between child behavior and maternal behavior were found in clinical samples. The effects of these features add up and probably strengthen each other, thus leading to interactive difficulties from a very young age. More attention should be paid to early parent–child interactions in case of child behavioral problems. The recognition of these interactive dysfunctions is discussed in terms of clinical implications for therapeutic interventions.

scholarly journals The effectiveness of a parent-training program for promoting cognitive performance in preschool children

2017 ◽  
Vol 13 (3) ◽  
pp. 519-531
Author(s):  
Elahe Vahidi ◽  
Amir Aminyazdi ◽  
Hossein Kareshki
Keyword(s):  
Parent Training ◽  
Training Program ◽  
Cognitive Performance ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Parent Child Interactions ◽  
Significant Difference ◽  
Parent Training Program ◽  
Experimental Group ◽  
Parent Child

The study aims to evaluate the effectiveness of a parent training program for promoting cognitive performance of young children through enriching the parent-child interactions among mothers of preschool-aged children in Mashhad, Iran. A total of 29 couples of mothers and their children were assigned to an experimental group (n = 16 couples) and a control group (n = 13 couples). Mothers in the experimental group participated in 12 weekly sessions and were trained how to enrich their daily parent-child interactions as such. Children’s cognitive performance was assessed by three subscales of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). The results of the analysis of covariance (ANCOVA) indicated a significant difference between the experimental and control group. The findings support the effectiveness of the parent training program for enhancing cognitive performance in preschoolers.

scholarly journals Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent–Child Interactions in Down Syndrome

2021 ◽  
pp. 1-14
Author(s):  
Elizabeth Hilvert ◽  
Emily Lorang ◽  
Audra Sterling
Keyword(s):  
Down Syndrome ◽  
Free Play ◽  
Book Reading ◽  
Typical Development ◽  
Early Language ◽  
Future Directions ◽  
Parent Child Interactions ◽  
Early Parent ◽  
Insight Into ◽  
Parent Child

Purpose The goal of this study was to characterize and quantify maternal use of decontextualized and contextualized input during mother–child interactions including young children with Down syndrome (DS). Method Participants included 22 mother–child dyads with DS ( M age = 42.8 months) and 22 mother–child dyads with typical development ( M age = 44.0 months). Parent–child language samples were collected during free-play, book reading, and snack time, and coded for maternal decontextualized (i.e., pretend, explanatory, and narrative talk) and contextualized input (i.e., descriptions, conversation, praise, questions, and directives). Results Mothers of children with DS used a larger proportion of pretend talk compared to other types of decontextualized input and also used a larger proportion of questions, conversation, and descriptions compared to other types of contextualized language. Mothers of children with DS generally used a smaller proportion of decontextualized input compared to mothers of children with typical development, with the exception of pretend talk. Maternal decontextualized input was not related to children's age or language ability in DS. Conclusions Findings shed new light on the early language environments of children with DS, providing important insight into the ways that mothers of children with DS are incorporating decontextualized and contextualized talk into early mother–child conversations. Additional implications and future directions are discussed.

scholarly journals The characteristics and factors of the internalizing and externalizing behaviours of children at high risk for autism spectrum disorder

2021 ◽  
Author(s):  
Ning Ding ◽  
Yanling Ren ◽  
Jiying Jiang ◽  
Mengyao Zhai ◽  
Huan Shao ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Risk ◽  
Parenting Stress ◽  
Autism Spectrum ◽  
Free Play ◽  
Behavioural Problems ◽  
Parent Child Interactions ◽  
Positive Engagement ◽  
Internalizing And Externalizing ◽  
Parent Child

Abstract Background: Children with autism spectrum disorder (ASD) are at risk of developing internalizing and externalizing problems. However, information on the early development of behavioural problems and the contributing role of parent-child interactions among infants at high risk for ASD is lacking. We tested whether parent-child interactions and parenting characteristics were associated with behavioural problems during the infant and toddler periods and examined the effects of the intervention on behavioural problems.Methods: This study collected data from 91 infants at high for risk ASD and 68 matched typically developing (TD) infants. At baseline, behavioural observation was performed during free play with all the enrolled families, and in the ASD group, a second behavioural observation was performed after 12 weeks of the Play-based Communication and Behavior Intervention (PCBI). The coding of parent-child interactions was based on the behaviour of parents and children during free play. These data included the child’s engagement with each parent and behavioural problems.Results: During free play, infants in the ASD group showed more internalizing behaviours (p<0.001) and externalizing behaviours (p<0.05) and less positive engagement (p<0.01) than TD infants. After 12 weeks of intervention, we found that infants at high for risk ASD had reduced internalizing behaviours (p<0.001), increased parent positive engagement (p<0.001), and improved parent-child interactions (p<0.001). In the regression analysis, we found that parenting stress had an impact on infants’ externalizing behaviours (△R2 = 0.215). Parent negative engagement had an impact on infants’ internalizing behaviours (△R2 = 0.451).Conclusions: The findings on the contribution of both parent negative engagement and parent-child interactions to behavioural problems suggests that the amelioration of parent negative engagement is an important factor for the mitigation of behavioural problems. The amelioration of parenting stress is associated with externalizing behaviours. Early intervention and parental factors are important for preventing behavioural problems and possible comorbidity problems in the future.

scholarly journals Digital Family Life: A Systematic Review of the Impact of Parental Smartphone Use on Parent-Child Interactions

2020 ◽  
Vol 1 (1) ◽  
pp. 29-43
Author(s):  
Barbara Knitter ◽  
Martina Zemp
Keyword(s):  
Systematic Review ◽  
Positive Impact ◽  
Age Groups ◽  
Family Interactions ◽  
Eligibility Criteria ◽  
Parent Child Interactions ◽  
Potential Benefits ◽  
Smartphone Use ◽  
The Impact ◽  
Parent Child

Smartphone use among parents is rising sharply, as they seek connectedness with partners, friends and work during the sometimes detached times of parenthood. Since parents increasingly use smartphones while interacting with their children, there is growing research about the implications of parental smartphone for parent-child interactions. However, previous reviews have not examined whether the effects of parental smartphone use on parent-child interactions vary depending on children’s age. Additionally, no systematic review has summarized the potential benefits of parents’ smartphone use for parent-child interactions. Therefore, the goals of this systematic review were (1) to explore the role of children’s age in the link between parental smartphone use and parent-child interactions and (2) to summarize potential benefits of parental smartphone use for parent-child interactions. Following PRISMA guidelines, a total of k = 21 papers met all eligibility criteria and were included in this review. Results gest noteworthy effects of parental smartphone use on parent-child interactions across all age groups, but the foci and outcomes of the studies differed between them. Benefits were mostly perceived when people where relaxed and enjoying themselves, but only a few studies have focused on the potential positive impact of parental smartphone use on parent-child interactions. The review provides an overview about future areas of research to explore how smartphone changes family interactions. Families have to find adequate ways of dealing with new technology in everyday life, which inevitably affects the nature of their daily interactions.

Parental Depression and the Development of Coercion in Early Childhood

2015 ◽  
Author(s):  
Julia Reuben ◽  
Daniel S. Shaw
Keyword(s):  
Early Childhood ◽  
Maternal Depression ◽  
Antisocial Behavior ◽  
Early Onset ◽  
Parental Depression ◽  
Early Prevention ◽  
Parenting Quality ◽  
Parent Child Interactions ◽  
Child Antisocial Behavior ◽  
Parent Child

One of the driving theories of the development of child antisocial behavior is Patterson’s model of parent-child coercion. Although Patterson hypothesized that coercive processes are established beginning in early childhood, few studies have sought to understand its developmental precursors in early childhood. Even fewer studies have attempted to examine factors that might compromise parenting quality and lead to coercive parent-child interactions during early childhood. One factor repeatedly shown to compromise parenting quality is parental depression. As such, this chapter focuses on how depression among mothers and alternative caregivers, including fathers, is associated with the early onset of coercive family dynamics. The results of the current study have implications for understanding the genesis of coercive processes and for the design of early prevention programs, affirming the importance of including maternal depression in our prevention models.

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 &lt;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.

scholarly journals The characteristics and factors of the internalizing and externalizing behaviours of children at high risk for autism spectrum disorder

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ning Ding ◽  
Huiyun Gao ◽  
Jiying Jiang ◽  
Mengyao Zhai ◽  
Huan Shao ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Risk ◽  
Parenting Stress ◽  
Autism Spectrum ◽  
Free Play ◽  
Spectrum Disorder ◽  
Behavioural Problems ◽  
Parent Child Interactions ◽  
Internalizing And Externalizing ◽  
Parent Child

Abstract Background The behavioral characteristics of children with autism spectrum disorder (ASD) are not only affected by their disease, but also by their parenting environment. HR-ASD has the risk of developing internalization and externalization problems. How the early development of these behavioral problems is affected by parent-child interaction is worth exploring. We tested whether parent-child interactions and parenting characteristics were associated with behavioural problems during the infant periods. Methods This study collected data from 91 infants at high risk for ASD and 68 matched typically developing (TD) infants, about their internalizing and externalizing behavioural problems and engagement states (i.e. positive, negative, and parent-child interactions), using free play paradigm. Parent measures were assessed using the Broad Autism Phenotypic Questionnaire (BAPQ) and Parenting Stress Index Short Form (PSI-SF) questionnaire. The core symptoms of ASD were assessed using the the Autism Diagnostic Observational Schedule (ADOS). Results During free play, infants in the HR-ASD group showed more internalizing (P < 0.001) and externalizing (P < 0.05) behaviours and less positive engagement (P < 0.01) than the TD group. In the regression analysis, we found that parenting stress had an impact on the infants’ externalizing behaviours (△R2 = 0.215). Parent negative engagement had an impact on the infants’ internalizing behaviours (△R2 = 0.451). Conclusions The present study revealed that children at high risk for ASD exhibited more severe internalizing and externalizing behavioural problems than TD group. The parent negative engagement is associated with behavioural problems. The findings on the contribution of parents’ factors to behavioural problems suggests that the parenting stress and parent-child interactions are important factors for mitigating behavioural problems.

Learning on hold: Cell phones sidetrack parent-child interactions.

2017 ◽  
Vol 53 (8) ◽  
pp. 1428-1436 ◽  
Author(s):  
Jessa Reed ◽  
Kathy Hirsh-Pasek ◽  
Roberta Michnick Golinkoff
Keyword(s):  
Cell Phones ◽  
Parent Child Interactions ◽  
Parent Child
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