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1
Sprague, Rhonda Jean. "Advice-seeking decisions in parent-child interactions /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Scott, Meredith Anne. "Assessing the effects of parent-child interactions on child communication skills". [Ames, Iowa : Iowa State University], 2008.
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Bersted, Kyle. "The Impact of Daycare and Child Temperament on Parent-Child Interactions". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1087.
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This study explored the potential impact of child temperament and daycare on behavior problems and parental sensitivity. It was expected that children with more "difficult" temperaments would exhibit more behavior problems and have less sensitive parents when experiencing high amounts of daycare. Measures from 60 families involved in the Southern Illinois Twins and Siblings Study (SITSS) were examined. Results indicated that highly active children exhibited more externalizing behaviors when experiencing less daycare. Shy children experiencing more daycare had more sensitive parents. Additionally, a temperamental difference between co-twins was related to differential parental sensitivity. Lastly, DZ co-twins were more temperamentally different when experiencing high amounts of daycare. These results demonstrate that daycare does seem to affect children; however, the specific effect depends on the child's temperament. Additionally, temperament is an important factor when examining parental sensitivity shown to twins and when determining how MZ and DZ twins react to daycare.
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Nelke, Connie Faye. "Implications of Mediating Parent-Child Interactions in the Treatment of Child Abuse". DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/4610.
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Child abuse has been shown to have a detrimental effect on the emotion development of the abused child. Due to a history with the parent that includes a high proportion of negative interactions and an impaired parent-child relationship, the child who has been subjected to physical abuse often manifests psychological symptoms. The purpose of this study was to investigate the effect that treatment aimed at increasing the frequency of positive interaction in the parent-child relationship had on the emotional status of the abused child. Results showed that parent-child interaction play sessions were effective in increasing positive interaction and decreasing subsequent abusive behavior in the parent-child dyad. Self-reported parental attitudes toward the child became more positive. Treatment did not generalize totally and was not maintained totally during follow-up. The effect that treatment had on the emotional status of the abused child was less clear, although some improvement was noted. The results of this study have important clinical implications for therapists working with abusive parents in terms of providing an effective intervention for treatment of child abuse. Further investigation of the treatment is warranted. Suggestions for future research are offered.
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Goldstein, Maya. "Parent-child play interactions in immigrant South-Asian families". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/29049.
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In this study South Asian immigrant parent-child play interactions and parents’ perceptions of the role of play in their children’s development were examined. Most studies regarding play were conducted in North America; however only a few studies focused on immigrants. This study used an ethnographic approach and had two phases. In the first phase participant observations were conducted with thirteen parents and their children in a drop-in centre and a staff member from the drop-in centre was interviewed. In the second phase, two families were observed in their home environment, semi-structured interviews were conducted with the parents and the mothers completed calendar logs on their children’s activities. The findings from both the drop-in centre and the families’ homes suggested that there were two main approaches to play and development. The first was a directed approach to play with a focus on educational play activities, and an emphasis on cognitive development. At the centre some parents stayed physically close to their children and focused on structured art activities and alphabet or number toys. The second approach was a natural approach to play in which the parents did not guide their children during play, and believed that in order to learn children should make their own decisions regarding with what and with whom to play. At the centre some mothers spent most of their time socializing with other mothers while the children played by themselves or occasionally with other children. There were also differences in the play patterns in Canada and India, and the parents found themselves caught between those two contexts. In their own culture and tradition parents did not play much with their children because there were always other play partners close by such as neighbors, cousins, siblings, friends and grandparents. However, in Canada the parents were influenced by what they heard in the centre regarding the “learning through play” philosophy and how parents should devote time to play with their children.
6
Warren, Michelle A. "Parent-child interactions with ADHD children: Parental empathy as a predictor of child adjustment". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4285/.
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Parent-child interactions tend to be problematic among families of children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Although much attention has been paid in research and therapy to negative cycles of interaction between parent and child, it is equally important to consider how positive family interactions can be promoted, as these are likely to help prevent or reduce behavior problems and facilitate the best possible outcomes for children. Major contributors to the fields of psychology and child therapy have postulated that parental empathy is of primary importance in facilitating healthy child personality development. However, the effect of parental empathy has not been systematically studied with ADHD children. Thus, this study investigated the relationship between parental empathy and child adjustment factors in children with ADHD. It was hypothesized that among parent-child dyads with ADHD children, higher levels of parental empathy would predict higher levels of child self-esteem, social skills, and compliance, and lower levels of child aggression.
Participants were 56 children who were previously diagnosed with ADHD and their parent/guardian. Thirty-seven parent-child dyads served as a control group. The study included parent-child participation in a videotaped analogue observation procedure and completion of parent-, child-, and teacher-report measures. Results indicated that higher levels of parental empathy predicted higher child self-esteem regarding their relationships with their parents. Before bonferroni adjustment, parental empathy also predicted lower levels of aggression among ADHD children. Parental empathy did not predict peer acceptance or compliance for these children. Children of high empathy parents scored higher on peer acceptance and lower on child aggression measures than children of low empathy parents. Scores on self-esteem and compliance, however, did not differ across groups. Although there were no differences between ADHD and non-ADHD children on self-esteem, peer acceptance, or compliance measures, children with ADHD were significantly more aggressive. These results suggest the importance of interventions for ADHD children that focus on increasing parental empathy in parent-child interactions.
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Sallinen, Bethan J. "Parent-child Interactions in the Maintenance of Childhood Anxiety Disorders". Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SallinenBJ2005.pdf.
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Trapp, Hillary N. "Parent-child reading interactions a study of preschoolers with language impairment /". Connect to resource, 2009. http://hdl.handle.net/1811/37029.
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Ehrlick, Angela L. W. "Maternal and Paternal Attributions and Perceptions Related to Parent-Child Interactions". DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/6186.
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Parent cognitions, including parent attributions for and perceptions of children's behaviors , are related to negative parent-child interactions and have been hypothesized to negatively affect treatment outcome in parent training studies. Specifically, parents who attribute children's disruptive behaviors to internal, stable, uncontrollable, and global causes and believe that they are not personally responsible for their children's behavior are less likely to engage in positive interactions with their children and successfully manage child behavior. Additionally, parents who expect their children to demonstrate aversive behavior and perceive their children's neutral behaviors as aversive are less likely to engage in positive interactions with their children and successfully manage child behavior. Parent well-being and child behavior have been examined in relation to parent attributions and perceptions, with previous studies generally indicating that decreased parent well being and increased child behavior problems are associated with more negative parent attributions and perceptions. Though parent attributions and perceptions have been investigated in previous studies, there are gaps and inconsistencies within the literature. Specifically, previous studies have not consistently considered both maternal and paternal attributions for and perceptions of child and parent behaviors, and the relationship between parent-rated and researcher-rated child behaviors has not consistently been examined.
This study examined parent attributions and parent perceptions related to child and parent behaviors within the parent-child interactions of 25 mothers, 15 fathers, and their children. The results of this study provide support for relationships between parents' attributions and parent-reported child behavior problems and parent well being. Additionally, significant relationships were found between parent perceptions of parent and child behaviors and parent-reported child behavior problems and parent well being. Furthermore, this study identified differences in parent attributions and parent-child interactions between mothers and fathers, with mothers viewing themselves as more responsible for compliant and noncompliant child behaviors and mothers sharing both more positive and negative interactions with children than fathers . Conclusions and clinical implications of these findings are provided.
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Donahoo, Susan Eileen. "Child rearing experiences and views of parent-child interactions among American and Taiwan young adults". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1223.
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Jones-Hamilton, Allison M. Smith Richard G. "An evaluation of the effects of an abridged parent training program on parent-child interactions in the home". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9769.
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Richerson, Lauren A. "BEHAVIORAL, COGNITIVE, AND AFFECTIVE PREDICTORS OF CHILD CONDUCT PROBLEMS IN THE CONTEXT OF PARENT-CHILD INTERACTIONS". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1193156476.
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Hendricks, Sarah Elizabeth. "An examination of parent-child interactions and developmental pathways of emotion regulation". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/123.
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Research examining emotion regulation has indicated that children's success at home and school is enhanced through adaptive emotion regulation skills (Eisenburg, Spinrad & Morris, 2002). This is particularly true in the areas of social competence and academic functioning (Harris, Robinson, Chang & Burns, 2007). Because the development of emotion regulation skills is supported by the scaffolding of adaptive strategies in children may through parental responsivity to needs (Robinson, Morris, Heller, Scheeringa, Boris, & Smyke, 2009), the current study examined pathways through which quality of parent-child interactions impacted later emotion regulation. The effect of attention regulation on emotion regulation was also considered. Participants in the analysis included families from the longitudinal National Institute of Child Health and Development Study of Early Child Care (NICHD-SECC). Variables in the study were measured from infancy through 3 rd grade. Results indicated that the quality of mother child interactions at 54 months was directly associated with both attention regulation at 1 st grade and emotion regulation at 3 rd grade. Results also suggested the presence of an indirect effect of maternal positive caregiving at 54 months on emotion regulation at 3 rd grade through attention regulation at 1 st grade. Father-child interactions were not found to be directly associated with attention regulation at 1 st grade or emotion regulation at 3 rd grade. The results of this study may be beneficial in supporting school psychologists and other clinicians in targeting specific components of parent-child interactions for intervention to support the development of proactive emotion regulation strategies in children.
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Finnegan, Sarah. "Fostering language development through parent-child play interactions : an application of VIG". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.706677.
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Osborne, Lisa Anne. "A dynamic transactional model of parent-child interactions in autistic spectrum conditions". Thesis, Swansea University, 2007. https://cronfa.swan.ac.uk/Record/cronfa42478.
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This thesis examined relationships between parenting stress, parenting behaviours, and child behaviour problems in Autistic Spectrum Conditions (ASC). Chapter 2 found gains in intellectual, educational, and adaptive behavioural, skills of young children with ASC receiving early teaching interventions. Intervention time- intensity impacted positively on child-outcome gains, but high parenting stress counteracted this effectiveness. Chapter 3 revealed that higher parenting stress was associated with greater child behaviour problems. Parenting stress at baseline was a stronger predictor of child behaviour problems at follow-up, than the reverse. In very young children, ASC severity was related strongly to parenting stress. Chapters 4 and 5 explored why parenting stress had a negative impact. Chapter 4 found that, for parents of older children, parenting stress, communication, and limit setting interwove bidirectionally. In parents of younger children, these interactions were unidirectional; higher initial parenting stress resulted in poorer communication, but good initial limit setting resulted in lower parenting stress. Chapter 5 revealed that better parental limit setting at baseline produced fewer child behaviour problems at follow-up. Limit setting mediated the relationship between parenting stress and subsequent child behaviour problems. Chapters 6 and 7 investigated early stress sources in parents of children with ASC. Chapter 6 gathered parents' perceptions of the diagnostic process, through focus groups. Parents wanted a quicker, easier, and more coherently-structured process, more information, and greater professional ASC training. Chapter 7 investigated impacts of ASC diagnosis on parenting stress. Parenting stress declined from when parents first noticed a problem, predicted by children's ASC severity, but failed to change once diagnosis had been received. This possible contra-indication for early ASC diagnosis warrants caution, and further investigation. An empirically-based model of parent-child interactions was developed, which may contribute to inform theory, and aid practice, in this neglected area of ASC research, especially regarding teaching interventions, and parent support.
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Wingard, Leah M. "Verbal practices for accomplishing homework socializing time and activity in parent-child interactions /". Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1283958441&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Jones-Hamilton, Allison M. "An Evaluation of the Effects of an Abridged Parent Training Program on Parent-child Interactions in the Home". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9769/.
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This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. To determine skill acquisition, both parents performed role plays and completed written exams pre- and post-training. Role play assessment results showed improvements in all skill areas for both participants. Written assessment results showed improvements for all skills directly taught except one. Multiple measures were examined in the home prior to and following the workshop to assess generalization. Results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants.
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Zhou, Yile. "Parent-child interactions in home numeracy activities: investigating the effect of game format". Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6901.
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The purpose of this study was to investigate the differences in parent-child interactions when they played the same numeracy-related game using two formats, a technology-based electronic format and a non-technology traditional board format. It aimed at unpacking the game format effect on parent-child interactions in early home numeracy activities.
A mixed-method study with an embedded design was conducted to approach the research questions. In the repeated-measures experiment, 39 parent-preschooler dyads played the same numeracy-related game – The Game of the Goose – using both an electronic format and a board format. The videos of all the play sessions were the data source. Both quantitative and qualitative analyses were conducted. The quantitative analysis was the primary focus. The videos of parent-child play were coded using two pre-determined coding schemes, Parental Scaffolding Behavior and Mathematical Talk. Two repeated-measures multivariate analyses of variance (MANOVA) were conducted respectively for each coding scheme. The qualitative analysis of the 30% selected dyads played a supportive role to further explore the similarities and nuanced differences in parents’ performance of each coded scaffolding behavior across the two formats.
The MANOVA for Parental Scaffolding Behaviors showed that the game format had a significant effect on seven of the twelve coded behaviors. The frequencies of Affirmation/Encouragement, Explanation, Inquiry, Re-representation, Modeling, Correction/Disaffirmation, and Physical Control were significantly higher in the board game condition compared in the electronic game condition. The MANOVA for Mathematical Talk revealed an interaction between the game format and the player on Naming Numbers. Both parents and children engaged in more statements about naming numbers in the board condition compared to the electronic condition, but the difference across the two game formats was bigger for parents than for children. In terms of the main effect of game format, the frequencies of Counting, Using Spatial Words and Estimating were significantly higher in the board game condition compared to the electronic game condition. Themes from qualitative analysis revealed parents’ different roles when using the two game formats, as well as the affordances of each format and their influence on parental scaffold behaviors. Interpretations of the results and findings about the game format effect were provided through the lens of sociocultural perspectives and affordances.
This study enlarged the understanding of parent-child interaction in early numeracy activities. The findings offered implications for how to help preschoolers develop early numerical skills using different tools and how to design effective learning products for early numeracy using the features of different formats.
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Gardner, Christopher Paul. "Attempting function-based assessment of the influence of rate and timing of parental antecedent and consequence behaviour on level of child engagement : 3 single case evaluations". Thesis, Bangor University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323103.
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Kovács-Mazza, Jolán. "Analysis of parent-child interactions in home practice sessions of elementary-aged piano students". Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36975.
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Nineteen mothers of elementary-aged (5--12 years old) piano students were videotaped once a week supervising their children's piano practice at home for three consecutive weeks. Children were assigned a new piece to work on one week prior to the commencement of the study. A 12-minute segment from the 57 practice sessions (19 parent-child pairs, across 3 practice sessions) was viewed three times by the investigator and by two expert piano pedagogues: one time to record parent behaviors, a second time to record child behaviors, and a third time to note the parent and child's practice approach and to rate the effectiveness of the practice sessions. Three piano pedagogues also rated the quality of each child's uninterrupted performance. Mothers recorded in a practice log the amount of time they spent assisting their children. At the conclusion of the treatment period, the investigator interviewed mothers and children individually.The main results of the study were as follows: (1) mothers were more likely not to show any observable behavior during their children's practice session than they were to show any specific behavior; (2) the majority of time in practice sessions was spent playing the instrument without any verbal or physical interruption; (3) children frequently practiced without any specific structure in their practice procedure, nor with any specific directives from their mothers; (4) mothers with little or no musical training practiced more efficiently with their children than did mothers who had a moderate to high level of musical training; (5) the children of mothers who had little or no musical training received higher performance ratings than the children of mothers who had a moderate to high level of musical training; (6) high performance quality ratings were associated with high ratings for practice effectiveness; (7) longer practice times resulted in higher performance quality ratings; (8) longer practice times were associated with more efficient practice sessions; and (9) 85% of children said that they enjoyed practicing with their mothers.
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Espinal, Desiree J. "Caretaker-Child Interactions At Bedtime: A Bidirectional Analysis of Noncompliant Bedtime Behavior". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/691.
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The purpose of this investigation was to (a) use the positive routines procedure to decrease child noncompliance and the time it takes the child to comply (latency) at bedtime, (b) to assess treatment fidelity, and (c) to record objectively parent behavior. Research was conducted with four children and five parents in their homes. The treatment was explained to each parent and introduced to each child after the baseline phase. Positive routines requires the parent to implement a low-stimulation “routine” at the time the child naturally gets sleepy. The routine gradually begins earlier so that by the end of treatment, it is completed at the time the parent originally attempted to establish bedtime. The data reveal that with high treatment fidelity, the treatment was effective in reducing bedtime noncompliance, latency, and parental reinforcing behaviors. The data also supported the notion that parent behavior can be controlled by child behavior.
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Willsie, Brandon David. "Children First: Assessing the Role of Children in Active Mediation Interactions". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250102494.
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McKelvy, Tara N. "An Examination of Maternal Acceptance among Mothers and their Children with ADHD Symptomatology". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84248/.
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The current study examined the role of self-reported and child-reported maternal lack of acceptance in increasing the likelihood of developing internalizing and externalizing symptoms among children with ADHD symptomatology. The effects of a social desirability bias on mother’s self-reports of rejection were controlled for. Mother-child agreement about parenting behaviors like warmth/affection, hostility/aggression and indifference/neglect was also investigated. In addition, variables with the potential to affect agreement (i.e., parents’ social desirability bias, child age, child sex) were examined. Participants included 120 boys and 90 girls, 6 to 11 years old (M = 8.25, SD = 1.18) with and without ADHD and their primary parent/guardian (N = 209). Parent and child participants completed self-report instruments separately. Results indicate that the relationship between mother-and-child-reported ADHD symptoms and internalizing symptoms is strongest when mothers exhibit low levels of rejection. Among the ADHD subsample, maternal lack of acceptance acts as a risk factor by strengthening the relationship between hyperactive/impulsive symptoms and externalizing symptoms. In addition, mothers and their children report significantly different levels of parenting behaviors. Child age and child sex were significant predictors of parent-child disagreement.
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Anderson, Sheila. "Dads' Parent Interactions With Children-Checklist of Observations Linked to Outcomes (Piccolo-D): Developing An Observational Measure of Father-Child Interaction". DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1218.
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Intervention programs providing support for father parenting skills need a practical but psychometrically strong observational measure of fathers’ early positive parenting interactions with children. The primary purpose of this project was to develop a valid, reliable observational measure of father-child interaction, based on research and theory, that predicts child outcomes, identifies fathers’ strengths, and will be useful for home visiting practitioners. This study sought to fulfill this need by developing a new measure called Dads’ Parenting Interactions with Children—Checklist of Observations Linked to Outcomes (PICCOLO-D) for home visitors to use to identify fathering strengths. Developed with extant video observations of over 400 ethnically diverse, lowincome fathers, 73 positive observable behavioral items of early positive father-child interaction were tested for variability, reliability, and validity. The final measure of 21 items representing four domains of positive parenting, affection, responsiveness, encouragement, and teaching, demonstrated good reliability and validity, including associations with children’s language, cognitive, and social emotional outcomes into prekindergarten. Contextual influences were examined within father ethnicity and child gender groups and in a second observational setting. European and Latino American fathers had higher scores than African American fathers. Fathers had higher scores with daughters than sons. Fathers had higher scores in a semistructured play setting than in a father-choice setting. The new measure is intended for use as part of an individualized strengths-based approach for home visiting practitioners.
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Parry, Gwenllian Glyn. "Measuring observable responses during completion of the family drawing task to access internal working models of attachment in middle childhood". Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367317.
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Hunt, Nina Marie. "A Training Package for Parents and their Toddlers with Autism: Observed Changes in Parent Teaching Episodes, Child Turn Taking and Social Attending, and Parent-Child Engagement". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801880/.
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Research has shown that parents of children with autism report higher stress than parents of children with other developmental disabilities. It has been suggested that parent training programs, specifically naturalistic social-communication training, can reduce parental stress and enhance the quality of the parent-child relationship. Although the development of a multilevel assessment has been suggested, much of the research in this area has relied on measures of parent implementation fidelity and specific child target skills such as vocal communication, eye contact, and joint attention. Few have directly measured the parent-child interaction. The purpose of the current study is to examine the effects of an in-home parent training package for toddlers with autism on parent-child social interactions. Within this package, parents are taught to attend to contextual variables, to arrange the environment to set the occasion for child responding, to respond immediately to targeted child approximations, and to respond in ways that are mutually reinforcing, social, and fun. Data were collected during 5-min video-taped assessments, on the number of parent teaching episodes, child target skills (turn taking and social attending), engagement, and synchronous engagement. Results were evaluated in a multiple baseline design across two parent-child dyads and indicated increases in all measures. This study contributes to the current discussion on toddler parent-training programs and extends it in a way that highlights the benefits of using a multi-level assessment to measure the parent-child interaction.
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Walker, Angel Sisan. "Parent-Child Interactions in the Presence of Risk for ADHD with and without Language Impairment". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2199.
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The purpose of this research was to analyze how parent-child interactions differ in discourse structure, communicative function and linguistic behaviors between children who are at high-risk for developing a behavioral disorder such as ADHD, and those who are at high-risk for developing a behavioral disorder with a co-occurring language impairment. Participants consisted of 20 children ages three to five years old and their parents. A five-minute parent-child interaction was video recorded and analyzed using an adapted version of the “Coding parent/child interaction as a clinical outcome: a research note” designed by Law, Barnett, and Kot (1999).
Results revealed slight differences in each communication parameter amongst the two groups, however, statistical results of parametric and non-parametric tests determined that there were no statistically significant differences between the two groups, with the exception of increased verbal initiations (p=.040) in children with no language impairment when compared to those with a language impairment as was expected.
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Arnold, Jill Kathleen. "When mommy and daddy get home the impact of income on parent-child interactions for shift work and nonshift work parent /". Diss., Connect to online resource - MSU authorized users, 2008.
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Cupka, Cassandra. "Stepparenthood and Depressive Symptoms in Later Life: The Mediating Role of Parent-Child Contact and Interactions". Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1478901909792178.
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Rooney, Damian. "Using Video Interaction Guidance (VIG) to improve parent-child interactions and child behaviour outcomes and to reduce parental dysfunctional discipline and stress : an embedded case study". Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709874.
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This study aims to explore whether a video-feedback intervention, namely Video Interaction Guidance, can improve both parent-child relationships and child behaviour outcomes and reduce parental stress. Three mother-child dyads were involved in this study, each receiving an individualised intervention using Video Interaction Guidance. The mothers involved in this intervention had previously completed the Incredible Years BASIC Parent Programme, however they continued to report difficulties at home in supporting their children’s social, emotional and behavioural development. Video Interaction Guidance was delivered to three mother-child dyads on an individual basis, across three cycles. Pre-, post-intervention and 6 months follow-up measures were administered. Parents also participated in semi-structured interviews prior to the intervention. Findings indicated each of the mothers showed positive changes in relation to parent stress and dysfunctional discipline. Two of the parents showed statistically and clinically significant changes in relation to parent stress. Each of the children showed positive changes in relation to the child behaviour outcomes, and two of the children showed statistically and clinically significant changes across a variety of domains on the behavioural outcome measure. Meaningful successes were documented when using VIG as an intervention for these parents. This study highlights the usefulness of incorporating a video feedback intervention for parents and children who did not see desired outcomes on completion of a parent-training programme alone.
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Leavitt, Spencer C. "Parents' Marital Quality and Interactions In Relation to Child Well-being". DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/2670.
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Using a large national data set, this study was among the first to examine direct associations between parents' marital relationships and children's emotional, academic, and behavioral characteristics. The mediating effect of children's home environments, as well as relationships between children and parents, also were analyzed. The research design was longitudinal. Marital variables were measured in 1994, intervening variables in 1996, and children's outcome variables in 1998. It was expected that children would be influenced by three different aspects of their parents' marriage: marital happiness, marital interactions, and marital arguments. The parent/child relationship (parent/child closeness) and the children's home environments were expected to act as mediators between the marriage variables and child outcome variables. Because the focus of this study was to analyze how functioning between parents within marriage influences children, in order to add to, and not duplicate, research on marital dissolution and conflict, the three samples included only children whose parents had been continuously married since the children were born. Path analysis was used to determine if the data supported the hypothesis that marital relationships affect children's functioning and development. For the youngest group, ages 5 to 14, it was concluded that parents' marital happiness in 1994 was associated with fewer children's behavior problems and increased children's academic performance in 1998. For 12- to14-year-old children, the effects were similar, but smaller. In both cases, marital interaction did not seem to be related to child outcomes. The oldest group, ages 14-21 , was the least influenced by their parents' relationship. While the effect was somewhat small, the longitudinal nature of the analysis suggested that it is lasting. Results of the study varied significantly by race, and in some cases, by sex of the child. Future research should further analyze how marital relations influence children within different racial groups.
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Townley-Cochran, Donna. "Dance: a Training Package Utilizing Videotaped Self-observation to Teach Parents to Enhance Social Interactions with Children At-risk for a Developmental Delay". Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500215/.
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Previous research has demonstrated the effectiveness of programs that include a videotaped self-observation component. The self-observation protocols, however, have not been clearly specified within programs that teach and report parents’ use of general teaching strategies. The current study investigates the effects of a training package with a self-observation component to teach parents to improve teaching interactions with their children at-risk for a developmental delay using an AB design replicated across participants. Data were collected across play interactions to assess the number of parent teaching episodes, child target responses, and various parent and child relationship qualities. Relationship quality measures included parent and child affect and engagement, parent directives, parent confidence and stress, and parent and child interest. The results of this study suggest that the training package was effective in that parents engaged in higher rates of teaching, their children engaged in more desired responding, and certain aspects of the parent-child interaction were enhanced. These results are discussed in terms of the effects on the parent-child teaching interaction and implications for future use of parent self-observation techniques.
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Klinger, Lori Jean Brestan Elizabeth V. "What are your children watching? a DPICS-II analysis of parent-child interactions in television cartoons /". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/KLINGER_LORI_42.pdf.
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Straits, Kee J. E. "Language Brokering in Latino Families: Direct Observations of Brokering Patterns, Parent-Child Interactions, and Relationship Quality". DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/722.
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With the growing percentage of immigrant families in the USA, language transition is a common immigrant experience and can occur rapidly from generation to generation within a family. Child language brokering appears to occur within minority language families as one way of negotiating language and cultural differences; however, the phenomenon of children translating or mediating language interactions for parents has previously been hypothesized to contribute to negative outcomes for children, such as role-reversals and parentification, emotional distancing and lack of communication, increased parent-child conflict, and increased internalizing/externalizing disorders. The current study used direct observations of 60 Spanish-speaking parent-child dyads (30 mother-child and 30 father-child) as they worked on a joint academic task in English to explore: (1) child language brokering patterns, (2) parent-child interactions, and (3) the quality of the parent-child relationship. Children included in the study were between the ages of 4 and 10 years. Instruments used included demographic questionnaires, the ARSMA-II, and coding of videotaped interactions for language brokering patterns (frequency and prevalence of both child translations and parental prompts), parent-child relationship quality, parental engagement strategies, and the situational power dynamic between parent and child. Observations, descriptive statistics, correlations, and a hierarchical regression were used to analyze data. Results demonstrated that language brokering occurred at a higher prevalence among the youngest age group than prior studies have suggested, parents actively contribute to child brokering behaviors through parental prompts, and mothers and fathers use different engagement strategies. Findings also demonstrated that child language brokering significantly contributed to the prediction of parent-child relationship quality, with more frequent brokering associated with more positive parent-child relationships. There was no significant correlation with child language brokering frequency and the parent-child power dynamic. Results may have limited generalizability due to the exploratory nature of statistics used, the emotional safety of the observed parent-child joint task situation, and the small sample size and specificity of the sample (primarily rural Mexican two-parent immigrant families with children born in the USA). Implications for practice include: normalization of language brokering as a part of bicultural development, facilitation of insight into changing family roles and maintenance of adaptive power dynamics within a context of change, and the enhancement of parent and child communication strategies.
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Whaley-Carr, Anna Marie. "Is video modeling enough to teach parent-child interactions? Toward a systematic evaluation of the key components of video modeling". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6040/.
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Parent-child interactions help set the foundation for a child's development. It is therefore important to investigate the relative efficiency and efficacy of procedures used to train them. One procedure that researchers continue to explore is video modeling. The current study evaluated the effect of a video model that displayed favorable parent-child interactions and a modified model with embedded instructions to determine if the introduction of either of these models would alter parent-child interactions. Both models were presented alone without supplemental guidance. Three families were involved in the study. The results showed no systematic change across families or conditions as a result of video viewing and are discussed within context of the needs of the parent, adequate stimulus control, community to support behavior change, measurement sensitivity, and influence of methodology. This study provided a great baseline for future studies to explore the necessary components to create an effective video model.
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Pavlidis, Karen. "Autonomy and relatedness in family interactions with depressed adolescents /". Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/9066.
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Shetty, Amala. "The Associations Between Complementarity, Non-Complementarity, and Attachment Style". Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24176.
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Attachment Theory posits that the caregiver has primary responsibility in fostering attachment security; however, children play increasingly active roles in shaping the quality of interactions as they grow beyond infancy (Bowlby, 1969). There has been limited research on transactional relationships between caregivers and children and their associations with attachment. While Interpersonal Theory has historically been utilized to understand adult interpersonal interactions and their associations with relationship quality, it may provide an avenue to explore parent-child transactional processes. Within Interpersonal Theory, interactions can be categorized as complementary and non-complementary. Yet, these unidimensional constructs make it impossible to determine the relative effects of when complementarity and non-complementarity have positive or negative valences. As such, this study investigated 143 mother–preschooler dyads (64 Child Maltreatment [CM] dyads and 79 non-CM dyads) to examine the associations between variations in two novel types complementarity and non-complementarity and attachment security. Positive complementarity included interactions that were warm and affiliative that elicited the same responses in return. Negative complementarity included interactions that were hostile and aversive that elicited those same responses in return. Positive non-complementarity was characterized by warm and affiliative parent behaviors and child hostile and rejecting behaviors. Negative non-complementarity was characterized by disaffiliative and hostile parent behaviors and warm and affiliative child behaviors. Separate logistic regression analyses revealed that positive complementarity and positive non-complementarity were significantly associated with an increased likelihood of secure attachment. Negative complementarity and negative non-complementarity were not significantly associated with an increased likelihood of insecure attachment. Results suggest that the positive valences of complementarity and non-complementarity are associated with attachment security, such that children in dyads where mothers maintained warm and affiliative behaviors with their child, whether the child was connecting and trusting the mother or withdrawing and sulking, were more likely to be securely attached. Thus, a mother’s ability to display positive and sensitive behaviors during moment-to-moment interactions with their child regardless of child’s response is important to a child’s attachment security.
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Gaskin, Emily H. "Technology Adaptations to the Parent-infant Interactions Module for Parents with Intellectual Disabilities". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/iph_theses/182.
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Parents with intellectual disabilities (ID) are disproportionately represented in child maltreatment (CM) statistics due to a confluence of factors. Prevention efforts should address this population by developing curricula that support various modes of learning. Technology offers a potentially effective tool because it is visual, free from extraneous factors, engaging, and self-instructional. SafeCare is an evidence-based parenting program with flexibility to adapt curricula while maintaining fidelity. The study aimed to determine the effectiveness of an adaptation to the SafeCare parent-infant (PII) module for parents with ID by using digital picture frames with pictures of their own PII to effect performance. A multiple-probe design across behaviors was used with one mother with ID and her infant. Results showed a significant increase in PII behaviors through two month follow-up. These data suggest the digital picture frame enhancement to the SafeCare PII module is a promising instructional tool for parents with ID.
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Costa, Natalie. "Maternal and Child Anxiety: Do Attachment Beliefs and Parenting Behaviors Mediate the Association?" ScholarWorks@UNO, 2004. http://scholarworks.uno.edu/td/163.
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This paper examines the role of attachment beliefs and parenting behaviors on the association between maternal and child anxiety in a community sample of mothers and their children aged 6-17 (N = 89). Maternal anxiety was assessed through the SCL-90 & STAI-T. Child anxiety was assessed through the RCMAS-C, STAIC-T, RCMAS-P, & CBCL. Attachment beliefs were assessed through the Experiences in Close Relationships (maternal) and the Inventory of Parent and Peer Attachment (child). Parenting behaviors were assessed through the Alabama Parenting Questionnaire and the Children's Report of Parent Behavior Inventory. Significant associations were found between maternal and child anxiety, attachment beliefs, and parenting. Multiple regression analysis indicated that Anxious Attachment Beliefs and Parental Involvement appeared to mediate the association between maternal and child anxiety. Findings are discussed in terms of elucidating the role of attachment beliefs and parenting behaviors on the association between maternal and child anxiety.
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Mohamed, Zain Nor Azrita. "Joint engagement in parent-child interactions involving Malay-speaking mothers and their children with autism spectrum disorders". Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15481/.
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It is well-accepted that social interaction skills are generally impaired in autism spectrum disorders (ASD). Children with ASD are commonly reported to be incompetent in partaking in reciprocal interactions, including in establishing joint engagement with other people. This PhD project examines naturally-occurring play interaction involving Malay-speaking children with ASD aged between 3;0 to 6;11 years and their mothers. The data consists of video recorded material collected from 10 hours of freeplay sessions between the child and adult participants. Comparative data from typically developing Malay-speaking children are also examined to ensure a thorough analysis of the Malay-speaking children. This study deploys conversation analysis to explore joint engagement (non)establishments in interactions involving Malay-speaking children. Specifically, the aims are to scrutinise the children's responsive actions to maternal bids for joint engagement during play and to consider the interactional resources that may be utilised by the children as they comply with or decline their mothers' projection for an engagement. The study also aims to examine the mothers' initiating engagement actions and finally to use the findings from this CA-based study to consider joint engagement frameworks. The analysis reveals the children with ASD's interactional competencies in handling joint engagement initiations. Despite evidence of atypicalities in their bodily and language use, children with ASD are found to demonstrate capabilities in producing fitted responsive actions following maternal bids by manipulating verbal and bodily behaviours thus allowing joint engagement to establish. The children also demonstrate effective skills to resist an engagement. The children with ASD also demonstrate behaviours that are not seen in the typically developing children dataset namely withholding a response despite having displayed their noticing of a bid, and displaying total non-orientation to a bid. The analysis also shows the different designs of the maternal bids that are crucial for pursuing and securing the children's engagement. The results indicate the feasibility of Conversation Analysis as a methodology to examine joint engagement establishment in specific and interactional abilities of children with ASD in general. Clinical implications of the current work are also discussed.
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Trees, April Richelle. "Nonverbal communication and the support process : sensitivity and support seeking in interactions between mothers and young adult children /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/8221.
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Ruskin, Danielle Alexandra. "Problemtic interactions between parents and their children with ADHD : role of attributions, emotions, discipline practices. and comorbid odd /". View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3206255.
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Whaley-Carr, Anna Marie Ala'i-Rosales Shahla S. "Is video modeling enough to teach parent-child interactions? Toward a systematic evaluation of the key components of video modeling /". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6040.
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Joyce, Jessica L. "A Longitudinal Investigation of Bidirectional Associations between Children's Disinhibited Eating Behaviour and Parenting". Thesis, Griffith University, 2009. http://hdl.handle.net/10072/367076.
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Child overweight and obesity are significant public health concerns. Most would agree that the problem must be addressed by implementing interventions at multiple levels from the broader macrosystem down to the individual. These interventions depend on basic knowledge of the correlates and causes of eating and weight problems at each level. When focused on young children, the family is one significant source of influence, but only a few studies have focused on how parenting is associated with young children’s eating and weight problems, and how children also may play a role in these processes. The current research was focused on identifying some of the processes involved in the associations between parenting and young children’s (age 4 to 8) eating and weight problems. Three studies were conducted. In particular, a new measure of parent interactions with children in the eating/feeding domain was developed, and the parent feeding behaviour of restriction also was investigated. In addition, constructs examined as correlates, mediators or moderators of parenting and children’s eating and weight included child temperamental characteristics and gender, parent’s own eating behaviour and concern about their weight, and parents’ perception and concern about their children’s weight. Four main sets of findings emerged from the studies. First, a new measure of six food-related parenting dimensions, the Parent Feeding Dimensions Questionnaire (PFDQ), was developed and validated through a series of two studies (N = 84 and N = 230). This measure was based on a six-dimensional model of parenting grounded in Self-Determination Theory (Skinner, Johnson, & Snyder, 2005). The final 32-item version of the PFDQ was found to be a reliable and valid tool for measuring a wider range of food-related parenting dimensions than is currently available. Second, how and under what conditions parenting may influence children’s eating and weight was examined in a study of 230 parents and their children. In this study, parents completed questionnaires, whereas children were weighed at school. It was found that children’s disinhibited eating partially mediated the association between parent restriction and children’s BMI and that associations between restriction and children’s disinhibited eating differed depending on parents’ supportive, coercive and chaotic food-related parenting. Third, drawing from data collected from the same 230 parents, parent and child characteristics were investigated as correlates, mediators and moderators of associations between parenting and children’s disinhibited eating and weight. It was found that parent perceptions and, to a lesser extent, eating behaviour may be important factors in determining parenting in the eating and feeding contexts. Further, preliminary support was found for the hypothesis that such parenting is associated with child characteristics, particularly child temperament, and that gathering information on temperament and parenting may provide a better account of children’s eating problems and overweight.
Fourth and finally, a longitudinal bidirectional model of parenting and children’s disinhibited eating was tested with two waves of longitudinal data collected from 163 parents. The findings showed that earlier parenting restriction was associated with a relatively greater increase in children’s disinhibited eating over time (across a 17-month period) but not vice versa. Hence, parents had a significant influence on their children’s eating behaviours over time, but no child effect on parents was found. The findings presented here suggest that investigations of the family environment and parents in relation to the development of weight problems in children would benefit from the continued examination of specific, proximal parent behaviours that are targeted toward the child (such as parent restriction), but should also consider more distal, contextual factors related to parenting and the family such as the quality of the socioemotional climate of parent-child interactions in the feeding domain (e.g., parenting dimensions). Future designs need to test multifactorial models of mutual, concurrent, and temporal influences between children and parents, with consideration of how (i.e., the mechanisms) or under what conditions associations or effects occur. The findings of this research are discussed in the context of key issues related to food-related parenting and children disinhibited eating research and in relation to implications for intervention, prevention and public policy.Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD)
School of Psychology
Griffith Health
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Rooney, Alison. "Evaluation of the Pre-School Five Miute Speech Sample as a Measure of Expressed Emotion and Parent-Child Interactions". Thesis, Bangor University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516458.
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Zyga, Olena. "From Behavior to Biology: Examining Oxytocin, Social Cognitive Ability, and Parent-Child Interactions in Preschoolers with Autism Spectrum Disorder". Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1554976738357849.
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Stanger, Sarah Budney. "The Structure of Parent-Child Coping Interactions as a Predictor of Adjustment in Middle Childhood: A Dynamic Systems Perspective". ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/933.
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This study applied a contemporary dynamic systems methodology (state space grids) to examine how the structure of parent-child coping interactions, above and beyond the content of such interactions, influences adjustment (i.e., internalizing problems, externalizing problems, and coping efficacy) over time in middle childhood. A community sample of children (N = 65) completed a stressful laboratory task with a parent present, during which parent and child behavior were observed. Parent behavior during the task was coded using a socialization of coping framework. Parents' verbal suggestions to their child about how to cope with the stressful task were coded as primary control engagement suggestions (i.e., suggestions encouraging the child to directly address and attempt to change the stressor or the child's associated emotions), secondary control engagement suggestions (i.e., suggestions encouraging the child to change their own reaction to their stressor), or disengagement suggestions (i.e., suggestions encouraging the child to take their attention away from the stressor). Child coping verbalizations and behavior during the task was coded as either engaging with the stressor or disengaging from the stressor. The structure of the parent-child coping interaction was measured in two ways: (a) dyadic flexibility, defined as the dispersion of parent and child behavior across all possible behaviors and the number of transitions between different parent or child behaviors during the task, and (b) attractor (i.e., parent-focused, child-focused, or dyad-focused interaction pattern) strength, defined as the number of visits, duration per visit, and return time to that interaction pattern. Child adjustment outcomes were measured using parent-report (internalizing and externalizing problems) and child-report (coping efficacy) at baseline and a 6-month follow-up. Linear regression analyses were conducted examining dyadic flexibility and the proposed attractors as predictors of child adjustment, while accounting for demographic variables, attractor content, and adjustment at baseline. Findings suggested that dyadic flexibility in the parent-child coping interaction was largely adaptive for child adjustment, whereas attractor strength demonstrated a more complex relationship with child adjustment outcomes. This study demonstrates the utility of applying state-space grids to examine the structure of parent-child coping interactions, in addition to content, as predictors of child adjustment. Furthermore, this study offers novel, detailed information about coping interactions in families with children in middle childhood. Clinical implications, limitations, and future directions are discussed.
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McKillop, Hannah N. "Physiological Linkage and Affective Dynamics in Dyadic Interactions Between Adolescents and Their Depressed Mothers". Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1417018139.
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Gaviria, Alejandro. "Three essays on social interactions and intergenerational mobility /". Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9901434.
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Nelson, Ariadne E. "“ It’s almost like you’re learning through cooking”: A Conversation Analytic Study of Parent-Child Number Talk during an Early Math Intervention". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109193.
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Thesis advisor: Eric DearingResearch has shown that parents’ number talk predicts preschoolers’ concurrent and prospective math skills; yet, there is considerable heterogeneity in parents’ use of number talk (e.g., Ramani et al., 2015). Given this, researchers are developing resources and interventions designed to encourage family numeracy (e.g., Hanner et al., 2019). Interventions, however, are based on a limited understanding of how families engage in numeracy conversations, particularly when parents are working to teach their children. Developmental researchers tend to operationalize parent talk as discrete, decontextualized instances of environmental input. In contrast, scholars using Conversation Analysis (CA) argue that understanding interactional phenomenon requires attention to how it is collaboratively and incrementally constructed through turn-taking sequences and how it allows interlocutors to accomplish social actions across stretches of interaction (e.g., Schegloff, 2007). The current study used CA to examine parent-preschooler conversations about numeracy during a home-based math intervention for which parents and children cooked together. The 30 parents—primarily middle-class, college educated parents of color— and their 3- to 5-year-old children received a cookbook with domain-general learning tips and 15 recipes. Families in the treatment condition received additional numeracy tips, some specific to the recipes provided and some broadly applicable to any recipe. Families were asked to audio record themselves cooking twice a month for three months. Results indicated that exchanges in which numeracy pedagogy was irrelevant (i.e., low-relevance pedagogy) for completing the recipe were qualitatively different from exchanges in which numeracy pedagogy facilitated children’s participation in cooking tasks (i.e., high-relevance pedagogy). While low-relevance pedagogy engaged children in rehearsing their numeracy skills, high-relevance pedagogy invited children to use their numeracy knowledge to plan and implement recipe tasks. Counting occurred primarily within low-relevance pedagogy, meaning parents’ prompts to count were disconnected from cooking. The recipes, ingredients, and cooking tools families selected shaped the affordances for numeracy pedagogy. This dissertation has implications for improving early learning interventions
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology