ASSESSMENT CHILD-PARENT INTERACTION

ANNUSURIA A/P RAMADU PGF 100027SITI RAFEAH BT MOHAMMAD DAUD PGF100028AZALI B JUMAREN PGF100033

A. IDENTIFICATION OF IMPORTANT ELEMENTS OF PARENT-CHILD INTERACTION

► Research on 1970s to 1990s has concentrated on the nature of early parent-child interaction.

► Investigators have use variety of measurement tecniques to identify the important elements in that interaction and child competence.

► These elements include the behavioral repertoire of both the child and the parent and the reciprocity that develops in an interaction as both partners respond and adapt to one another.

Mother Infants

1. Parent must tune into the infant and deal with differentially behavior

• crying behavior, soothability and capacity to take in and synthesize sensory stimuli.

• effect- to short and long range adaptation to the environment.

2. Loving mother •One factor represented mothers who were loving, attentive, skillful, and emotionally involved; the infants shared only one thing in common, accelerated development.

•BEHAVIORAL REPERTOIRE OF CHILD AND PARENT

► Research showed that infants contribute their own unique behaviors to the interaction.

► Early 1959 , Chees, Thomas, and Birch hypothesized about that various child-care practice were determine not only mother feel and does but also by the specific pattern of behavioral responses that characterize the individual child.

Mother Infants

3. Unresponsible mother • Their infants behaviors were similarly ′lacking in purpose and plan.

4. Negative behaviors pattern ► There is evidence that negative pattern of mother-child interaction are more likely to occur in families that are high social risk due to social or economic disadvantage.

5. Mothers in difficult circumstances• low educational level•Little support•Multiple chronic problem•High life strees

► Mothers interact less optimal than do mothers who do not have such difficulties.

► Spitz (1964) the new born cannot understand the parent s inner processes; ′therefore, the mother s role is to interact in ways that demonstrate an ′understanding of her baby s behaviors.′

►Stern (1984) discussed empathy as an important aspect of the parent-child relationship, labeling this effect attunement, the ability to know what an other is experiencing subjectively.

►Sander (1964) described the parent-infant relationship as a process of adaptation. 5 stages in the first two years of a baby: • Birth – 3 months ( modulation ) • 3 – 6 months (social effective) • 6 – 9 months (initiative • 9 -19 months ( focalization ) • Final stages after a year. Infants are free and independent.

•IMPORTANCE OF RECIPROCITY PARENT CHILD INTERACTION

► Brazelton et al. (1974) studied that communication system that develops between infants and their caregivers within the first few months of life.

► The strength of the independence of the dyads seems to be more powerful in shaping each member s behavior than coes any other factor.′

► Thomas ( 1975) each baby has his or her own capabilities for providing cues to the mother and that each mother has unique was of responding to her baby.

► Barnard et al. (1989) Baby can react with the mother through the smile and touch.

► The parent brings the ability and willingness to read and respond appropriately to infant cues and a repertoire of behaviors to stimulate and engage the infant.

► Mother and child communication will vary according to the child's development. (Belsky et al, 1984; Olson et al 1984)

► A study of intervention effects with low-birth-weight, premature children by Liau, Meisels, and Brooks-Gun (1995) highlighted the importance of examing parent and child joint involvement in interaction activities.

► The best predictor of children s one-to-three-year outcomes was′ active experience, the combination of parental interest interaction activities, and the child s mastery of intervention′ activities.

• Behavioral Repertoire of the Parent and the Child with Disabilities or the Child Who Is At Risk.► Richard (1986) reviewed the literature comparing infants without disabilities and those with down syndrome and several infant characteristics found evidence of significant differences temperament

and proximity to caregivers.

► Difficullities in mothers interaction among disabled infants • Interactive behavior of the retarded. • Difficult to understand the needs of children • Mother difficulty in reading the children s signals.′

B. PARENT CHILD INTERACTION WHEN THE CHILD HAS SPECIAL NEEDS

► 1970S, Researchers had begun to examine the interaction of parent and children when the child was disabled or at risk for developmental problem.

► Premature infant - less responsive - less organization of sleep-wake activity - pay less attentive to their mother - appeared to have less fun

► Mental retarded child - less frequently to their mother s′

► Disabled children - less involved - initiated less than half as many interactions as control children.

► Spike et al. research demonstrates that reciprocity patterns vary according to the individual characteristics of each mother and infants; that is, mother of children with delay are not a homogeneous group.

► It is important to identify potential problems in the development of reciprocity between mother and their delayed or at risk infant to examine hoe these negotiation between parent and child continue or impede the development process.

► fraiberg 1974 found only two mother were able to establish good communication. She explained that the infants with disabilities seemed to be less responsive, to vocalize less, and to be slower than sighted children in learning to localize objects by sound.

• RECIPROCITY IN DYADS WHEN THE CHILD HAS A DISABILITY OR IS AT RISK

► Fraiberg s intervention efforts sensitized parents to the subtle cues that blind ′infants display in communication attempts.

► These intervention strategies were possible to use only after carefully observing the infants specific behavioral cues. (e.g sign of pleasure, interest, discomfort, or need).′

► In normal interaction, turn taking increase with the developmental age of the child while the relative frequency of simultaneous vocalization decrease, indicating that turn –taking is the more appropriate from for the development of mature communication.

► Infant with down syndrome and nondisabled infants with their mother during the first six months of life.

►Their data suggest that there is an increasing age related trend toward vocal ″classing″ turn taking in the interaction between infant with down syndrome and their mother compare to dyads without disabled infants.

► Vietze et al 1978 studied infants with and without delay and identified a different pattern of maternal behavior. • Result for the delayed and non delayed group at 1 years of age were strikingly similar, in that both showed a great deal of reciprocal vocal interaction.

► A mother stimulating behavior can best be defined as overstimulating, overcontrolling , or over dominating it it results in subtle or potent disengagement cues from the infant.

► Parent observations of the infants immature systems and lower states of arousal may lead to maladaptive responses on the part of the parent.

► It is important to conceptualize parent-child assessment as an on-going process intervention efforts.

► As the developing child matures, parent should recognize changing cues and adjust their behavior and interactions accordingly.

•PARENT-CHILD INTERACTION IN FAMILIES AT RISK FOR ENVIORONMENTAL REASONS

1 •Lo w matern al in tel ligence

2 •Lo w matern al ed ucation al achievement

3 •Mat ern al depr essio n

4 •Lo w sell esteem

5 •Lo w matern al age at time o f chi ld s bi rth′

4 •Large fami ly s ize

4 •Po vert y

•Environmental Characteristic

► Children exposed to several risk factors at the same time are especially vulnerable to developing learning or behavioral difficulties (Dubow & Luster 1990)

Environmental Reason Effect

• Mother from Low sosioeconomi • Less stimulating and less responsive • More restrictive and controlling

• Adolescent mothers • less verbally expressive• less sensitive• express less positive affect• more frequently endorse punitive child-rearing attitudes• showing more negative effect

• Family with deficit psychosocial • Restrict the mother emotional avaibility and skill is responding to her infant.

• Parent with Cognitive deficit • Difficulties providing stimulating home environment and interacting in developmentally appropriate and nurturing ways.

APPROACHES TO ASSESSING EARLY PARENT-CHILD INTERACTION

1.Used to advance empirical knowledge about importance &

nature of interaction. to design & evaluate intervention

effort

The issuesa) Setting

b) Contextual

Recommendation Incorporating

assessment information into intervention efforts

designed to facilitate mutually satisfying

parent child interaction

1. Important assessment approaches

2. Discuss about

The SettingKelly et al. (1996) suggest home setting is optimal place for assessing needs to develop appropriate intervention goal that include restructuring the physical

environment & family routines

2. Intervention Purpose-Build rapport with family to observe

spontaneous, talk normally to get information used in ongoing

intervention plan

3. Assessment Period-2 home visit ( observe & interact

with family)- Third clinic session ( collect

information)

1.Method-Include combination of interview & home observation that involve

the mother

Berman & Shaw (1996) some families are comfortable with professionals coming to their homes, other parents may prefer to meet at program site. Its important for families to have

choice in setting, timing personal for all assessment experience

THE CONTEXT- In which

observation are made can have a

substantial impact on how

parents & infant behave

( Mahoney, Spiker & Boyce 1996)- The length of

observation may contributes

different outcomes

between parent-infant dyad & the person handling

observation

For intervention purpose

-view as 1st step in treatment process

Assessment period-5 or 4 week period

-include interview mother revealing the mothers

historical perspective on mothering & her current view of her baby & their interaction

Its important to observe behaviors as they occur naturally within a broad array situations with an observer who has already established rapport & trust with the

parent & child.

RECOMMENDATIONS FOR ASSESMENT OF PARENT-CHILD INTERACTION

1. RECOGNIZE THE IMPORANCE OE THE PARENT-PROFESIONAL RELATIONSHIOP

2. DETERMINE WHAT ASSISTANCE NEEDED

3.ASSES INDIVIDUAL PARENT & CHILD CHARACTHERISTICS & RECIPROCITY

4. RESPECT INDIVIDUAL VALUES & PREFERENCE

5. USE AN APPROACH IN WHICH THE PARENT REMAINS IN CONTACT WITH CHILD

6. USE A JOINT PARENT-PROFESIONAL ASSESMENT PROCESS

7. EMPHASIZE THE POSITIVE

8. MAKE ASSESSMENT ONGOING PROCESS

RECOGNIZE IMPORTANCE OF PARENT-PROFESIONAL RELATIONSHIP

Professional Attitudes • Emphatic & responsive (ability to listen

primary concern, validate their importance & help parents access other services).

Human connectedness

DETERMINE WHAT ASSISTANCE NEEDED

1st•Listen to the primary concern•Help with the concern•Focus on parent-child interaction

2nd •Should be prepared to recognize & support relationship that are filled with sensitive, responsive & growth promoting interaction.

3rd •Should assist when symptoms appear that are disruptive in daily life

ASSESS INDIVIDUAL PARENT & CHILD CHARACTERISTICS & RECIPROCITY.

Focus attention in assessment practices• Specifically, parent & child initiating & responding behavior should be

examined, as well as the contingency & mutuality present in the interaction.

Observe the child’s attempts to self regulate

What is the degree of compatibility between parent-child

RESPECT INDIVIDUAL VALUES PREFERENCE

Hanson, Lynch & Wayman(1990) discussed 4 critical elements for developing respect for individual cultural difference• Clarification of the interventionist own values & assumption• Collection analysis of ethnographic information related to the community in which the

family resides.• Determination of the degree to which the family operates transculturally• Examination of the family orientation to specific child-rearing issues

Must have communication skills

• Established positive relationship with parent from different cultural background.

Child experience must be understood within the cultural context of the child & family (Greenspan & Meisels ,1996)

USE AN APPROACH IN WHICH THE PARENT REMAINS IN CONTACT WITH THE CHILD

PARENT CHILDINTERACTION

PROFESIONAL

Give information about their

child

Assessment &

intervention

PARENT PROFESIONALASSESSEMENT

Discussion Information from the parent

Ask parentVideotapeParent-child interaction

USE A JOINT PARENT-PROFESSIONAL ASSESMENT PROCESS

•Information from parent•Avoid cultural bias & mistaken assumption

Feedback

•Parent description of the child abilities & developmental the observations of the child within the family context ,Greenspan & Meisels (1996)

•Can identify ways parents have found to support their child as well as interactional patterns that are of concern to them

Discussion•Parent view of their baby/ what parent think about relationship with the

baby/how professional can help•Avoid jargon/question with genuine interest/reaching hasty conclusion that

may be based on their own biases

Asked

•Review the tape, parent comment on the positive aspects of interaction, controls the pace, adding information about relationship their choose.

•Professional add input & concentrate positive aspects .•This interaction can be used to illustrate example positive behavioral cues &

reciprocal interaction

Videotape

EMPHASIZE THE POSITIVE

Feedback• About interaction should be as positive & nonjudgmental• During child-parent interaction should be sensitively paced,

in which the parent behavioral cues used as feedback

Information • About child development should be given by the context of

the interaction • Avoid authoritarian perspective

MAKE ASSESMENT AN ONGOING PROCESS

The parental needs & the parent-child relationship can change over time

• Professional should continue to check with the parent about their perceptions of what is happening

• be a close observer of behavioral change during intervention & how such changes may affect the relationship.