The Acceptability and Representativeness of Standardized Parent-Child Interaction Tasks

Autor/inn/en	Rhule, Dana M.; McMahon, Robert J.; Vando, Jessica
Titel	The Acceptability and Representativeness of Standardized Parent-Child Interaction Tasks
Quelle	In: Behavior Therapy, 40 (2009) 4, S.393-402 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0005-7894
DOI	10.1016/j.beth.2008.10.003
Schlagwörter	Ethnicity; Behavior Problems; Mothers; Validity; Child Rearing; Child Behavior; Parent Child Relationship; Interaction; Psychometrics; Task Analysis; Correlation + Suchen Sie Ihr Suchwort? Ethnizität; Mother; Mutter; Gültigkeit; Kindererziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Psychometry; Psychometrie; Aufgabenanalyse; Korrelation
Abstract	Analogue behavioral observation of structured parent-child interactions has often been used to obtain a standardized, unbiased measure of child noncompliance and parenting behavior. However, for assessment information to be clinically relevant, it is essential that the behavior observed be similar to that which the child normally experiences and elicits. Furthermore, assessment procedures should be socially appropriate and acceptable to participants in order to facilitate investment in the assessment, and potentially treatment, process. Although analogue tasks have been shown to have reasonable psychometric properties, the social validity of these methods has not been evaluated. This study examined the acceptability and representativeness of 4 widely utilized, laboratory-based parent-child interaction tasks in a sample of 43 nonreferred, 3- to 6-year old children and their mothers, who were of European-American or African-American ethnicity. Mothers rated the acceptability of each task and the degree to which it was representative of "typical" interactions occurring with the child. Repeated-measures analyses of variance revealed high levels of acceptability and representativeness for all tasks, but consistent differences across tasks. These ratings were predominantly stable over a 2-week period. Additionally, social validity ratings were significantly associated with parenting self-esteem, maternal ethnicity, child gender, and child age, but not child behavior problems. Limitations and implications of these findings for the assessment of parent-child interaction are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10