Characterization of dyadic interaction features between fathers and mothers playing with their autistic children.

BACKGROUND: Socio-communicative difficulties are a core symptom of autism that deeply impact interaction with others. Despite that, research on bidirectional caregiver-child interaction variables has been notably scant and predominantly focused on autistic children's interactive differences and the consequences on parenting behaviors. AIM: The study aimed to assess parent-child interaction in the context of autism through observational validated instruments that consider qualitative and structural features in a complementary way to obtain a comprehensive characterization of the exchange within the dyad. METHODS AND PROCEDURES: This study involved 56 paired parent-child dyads of 28 autistic children (mean age = 38.60 months, sd = 9.50) playing with their mothers and their fathers for 10 min. The video-recorded sessions were coded through the Emotional Availability Scales (EAS) and the Interpersonal Synchrony (IS) coding system. OUTCOMES AND RESULTS: Fathers and mothers do not show significant differences in ISexcept for mother widenings, which are more frequent and successful, and in Emotional Availability. Further, dyads present moderate levels of Emotional Availability, indicating that parents may struggle with structuring, sensitivity, and interactive abilities with their autistic children, which in turn present low levels of responsiveness and involvement. Further, we explored an association between IS and EA characteristics. CONCLUSION AND IMPLICATIONS: This study suggests the need for interventions to target interaction considering both caregivers, ultimately targeting both interaction structure and affect features. Research that includes fathers fosters strategies for individualization and treatment optimization.

Measuring Parent-Child Transactions for Early Identification of Young Autistic Children.

This study explored the salient characteristics of transactions within parent-child engagement and investigated relationships between transactional characteristics and future identification of autism. The main aims of the study were to (1) examine if parents/children and their initial behaviors impact the length of transaction; (2) determine miscue differences among parents and children; and (3) determine if transactional characteristics are predictive of autism at preschool age.The study sample was drawn from extant data of a parent-mediated intervention for young children showing early sings of autism. Thirty parent-child dyad videos were randomly selected and coded for transactions. Statistical analyses were applied to examine the study aims and to perform post-hoc analyses.The length of transaction increased when children initiated with a look cue. Parents displayed a higher proportion of miscues and greater variance in their miscue behavior than their children. Neither the length of transaction nor the proportion of child miscues at 1-year of age predicted an autism diagnosis at preschool age. Post-hoc analyses revealed that girls with high variance of transaction length at 1-year of age, had a lower likelihood of showing autism traits at preschool age. Sustained transactions were more likely when children initiated engagement by looking. Early transactional characteristics were associated with later autism identification among girls, namely longer median transaction length with lower variance of transaction length. This transaction profile is believed to represent high fixation on topics with less ability to explore varied topics.

Differential Treatment Response of Proactive and Reactive Partner Abusive Men: Results from a Laboratory Proximal Change Experiment.

Objective: The current study reexamines data from Babcock et al. (2011) proximal change experiment to discern the differential utility of two communication skills-based interventions for proactive and reactive partner violence offenders. Method: Partner violent men were randomly assigned to the Editing Out the Negative skill, the Accepting Influence skill, or to a placebo/timeout and reengaged in a conflict discussion with their partners. Proactivity was tested as a moderator of immediate intervention outcomes. The ability to learn the communication skills, changes in self-reported affect, observed aggression, and psychophysiological responding were examined as a function of proactivity of violence. Results: Highly proactive men had some difficulty learning the Accepting Influence skill and they responded poorly to this intervention. They responded positively to the Editing Out the Negative technique, with less aggression, more positive affect, and lower heart rates. Low proactive (i.e., reactive) men tended to feel less aggressive, more positive, and less physiologically aroused after completing the Accepting Influence technique. Conclusions: This study lends support for tailoring batterer interventions specific to perpetrator characteristics.

Objetivo: El presente estudio reexamina los datos de Babcock et al. (2011) con respecto a un experimento de cambio proximal para discernir la utilidad diferencial de dos intervenciones basadas en habilidades de comunicación para agresores de violencia de pareja proactivos y reactivos. Método: A los agresores se les asignó aleatoriamente a las condiciones habilidad de eliminar lo negativo, habilidad de aceptación de la influencia, o placebo/tiempo fuera y volvieron a participar en una discusión conflictiva con sus parejas. Se evaluó la proactividad como moderadora de los resultados proximales de la intervención. Se examinó la capacidad de aprender habilidades de comunicación, los cambios en el afecto autoinformado, la agresión observada y la respuesta psicofisiológica en función de la proactividad de la violencia. Resultados: Los hombres muy proactivos tuvieron algunas dificultades para aprender la habilidad de aceptación de la influencia y respondieron escasamente a esta intervención. Sin embargo, respondieron positivamente a la técnica de eliminar lo negativo, con menor agresión, más afecto positivo y una frecuencia cardíaca más baja. Los hombres poco proactivos (es decir, reactivos) tendían a sentirse menos agresivos, más positivos y menos activados fisiológicamente después de completar la técnica de aceptación de la influencia. Conclusiones: Este estudio proporciona apoyo a la adaptación de las intervenciones para maltratadores a las características específicas del agresor.

Differential Treatment Response of Proactive and Reactive Partner Abusive Men: Results from a Laboratory Proximal Change Experiment / [La respuesta al tratamiento diferencial de hombres maltratadores proactivos y reactivos: los resultados de un experimento de cambio proximal de laboratorio]

Objective: The current study reexamines data from Babcock et al. (2011) proximal change experiment to discern the differential utility of two communication skills-based interventions for proactive and reactive partner violence offenders. Method: Partner violent men were randomly assigned to the Editing Out the Negative skill, the Accepting Influence skill, or to a placebo/timeout and reengaged in a conflict discussion with their partners. Proactivity was tested as a moderator of immediate intervention outcomes. The ability to learn the communication skills, changes in self-reported affect, observed aggression, and psychophysiological responding were examined as a function of proactivity of violence. Results: Highly proactive men had some difficulty learning the Accepting Influence skill and they responded poorly to this intervention. They responded positively to the Editing Out the Negative technique, with less aggression, more positive affect, and lower heart rates. Low proactive (i.e., reactive) men tended to feel less aggressive, more positive, and less physiologically aroused after completing the Accepting Influence technique. Conclusions: This study lends support for tailoring batterer interventions specific to perpetrator characteristics.(AU)

Objetivo: El presente estudio reexamina los datos de Babcock et al. (2011) con respecto a un experimento de cambio proximal para discernir la utilidad diferencial de dos intervenciones basadas en habilidades de comunicación para agresores de violencia de pareja proactivos y reactivos. Método: A los agresores se les asignó aleatoriamente a las condiciones habilidad de eliminar lo negativo, habilidad de aceptación de la influencia, o placebo/tiempo fuera y volvieron a participar en una discusión conflictiva con sus parejas. Se evaluó la proactividad como moderadora de los resultados proximales de la intervención. Se examinó la capacidad de aprender habilidades de comunicación, los cambios en el afecto autoinformado, la agresión observada y la respuesta psicofisiológica en función de la proactividad de la violencia. Resultados: Los hombres muy proactivos tuvieron algunas dificultades para aprender la habilidad de aceptación de la influencia y respondieron escasamente a esta intervención. Sin embargo, respondieron positivamente a la técnica de eliminar lo negativo, con menor agresión, más afecto positivo y una frecuencia cardíaca más baja. Los hombres poco proactivos (es decir, reactivos) tendían a sentirse menos agresivos, más positivos y menos activados fisiológicamente después de completar la técnica de aceptación de la influencia. Conclusiones: Este estudio proporciona apoyo a la adaptación de las intervenciones para maltratadores a las características específicas del agresor.(AU)

Observations of Positive Parenting from Online Parent-Child Interactions at Age 1.

Objective: Brief, reliable, and cost-effective methods to assess parenting are critical for advancing parenting research. Design: We adapted the Three Bags task and Parent Child Interaction Rating System (PCIRS) for rating online visits with 219 parent-child dyads (White, n = 104 [47.5%], Black, n = 115 [52.5%]) and combined the video data with survey data collected during pregnancy and when children were aged 1. Results: The PCIRS codes of positive regard, stimulation of child cognitive development, and sensitivity showed high reliability across the three parent-child interaction tasks. A latent positive parenting factor combining ratings across codes and tasks showed good model fit, which was similar regardless of parent self-identified race or ethnicity, age, socioeconomic disadvantage, marital/partnered status, and parity, as well as methodological factors relevant to the online video assessment method (e.g., phone vs. laptop/tablet). In support of construct validity, observed positive parenting was related to parent-reported positive parenting and child socioemotional development. Finally, parent reports of supportive relationships in pregnancy, but not neighborhood safety or pandemic worries, were prospectively related to higher positive parenting observed at age 1. With the exception of older parental age and married/partnered status, no other parent, child, sociodemographic, or methodological variables were related to higher overall video exclusions across tasks. Conclusions: PCIRS may provide a reliable approach to rate positive parenting at age 1, providing future avenues for developing more ecologically valid assessments and implementing interventions through online encounters that may be more acceptable, accessible, or preferred among parents of young children.

Development of caring behaviour in undergraduate nursing students participating in a caring behaviour course.

BACKGROUND: In today's complex healthcare organisations there is an increasing recognition of the need to enhance care quality and patient safety. Nurses' competence in demonstrating caring behaviour during patient encounters affects how patients experience and participate in their care. Nurse educators are faced with the challenge of balancing the demand for increasingly complex knowledge and skills with facilitating students' abilities essential to becoming compassionate and caring nurses. AIM: The aim was to describe undergraduate nursing students' development of caring behaviour while participating in a caring behaviour course. METHOD: This pilot study used a quantitative observational design. At a university in Sweden, video-recorded observational data from twenty-five students were collected in the first and last weeks of a full-time five-week Caring Behaviour Course (the CBC). In total, 56-min video-recorded simulation interactions between a student and a standardised patient were coded by a credentialed coder using a timed-event sequential continuous coding method based on the Caring Behaviour Coding Scheme (the CBCS). The CBCS maps the five conceptual domains described in Swanson's Theory of Caring with related sub-domains that align with Swanson's qualities of the Compassionate Healer and the Competent Practitioner. The CBCS contains seventeen verbal and eight non-verbal behavioural codes, categorised as caring or non-caring. RESULTS: Between the two simulations, most verbal caring behaviours increased, and most non-verbal caring behaviours decreased. Statistically significant differences between the simulations occurred in the sub-domains Avoiding assumptions and Performing competently/skilfully in the quality of the Competent Practitioner. Most observed caring behaviours aligned with the Compassionate Healer. CONCLUSION: Generally, the students' development of caring behaviours increased while participating in the CBC. Using a structured observational behavioural coding scheme can assist educators in assessing caring behaviour both in education and in practice, supporting caring as the universal foundation of nursing and a key to patient safety.

Coparenting change after couple therapy using self-reports and observational data.

Parent couples are involved in a coparenting bond and in a romantic relationship. Research on couple therapy has mainly explored the impact of couple therapy on romantic relationships; however, little is known about how couple therapy affects the coparenting relationship. Self-reports of positive and negative coparenting and observed emotional behavior in coparenting-related conversation tasks were assessed pre- and posttherapy (6 months intervals) in 64 mixed-sex parental couples. Results showed that mothers and fathers reported more positive coparenting after therapy. There were no significant changes in the reported negative coparenting and in the emotional behavior. Exploratory analyses indicated gender differences in emotional expression. The findings suggest that fathers might have been more active in the coparenting conversation after therapy.

Conception and Development of the Warmth/Affection Coding System (WACS): A Novel Hybrid Behavioral Observational Tool for Assessing Parent-to-Child Warmth.

A vast body of research and theory underscores the importance of parental warmth/affection (hereby 'warmth' and 'warmth/affection' are used interchangeably) as a distinct relational process that is fundamental to core developmental processes including parent-child attachment, socialization, emotion recognition and responsivity, and empathic development. The increasing focus on parental warmth as a viable transdiagnostic and specific treatment target for Callous-Unemotional (CU) traits highlights the critical need for a reliable and valid tool for measuring this construct within clinical contexts. However, existing assessment methods have limitations in their ecological validity, clinical utility, and the comprehensiveness of their coverage of core warmth subcomponents. In response to this clinical and research need, the observational Warmth/Affection Coding System (WACS) was developed to comprehensively measure parent-to-child warmth/affection. This paper chronicles the conception and development of the WACS, which adopts a hybrid approach of utilizing both microsocial and macro-observational coding methods to capture key verbal and non-verbal subcomponents of warmth that are currently underrepresented or poorly captured by existing assessment tools. Recommendations for implementation and future directions are also discussed.

Using A Thin Slice Coding Approach to Assess Preschool Overweight and Obesity.

Obesity is a major public health problem and cause of significant burden across the lifespan. Longitudinal samples, beginning in early childhood offer an advantageous approach to studying obesity, given the potential to observe within-individual changes over time. Yet among the many available longitudinal studies of children, particularly those studying psychological disorders, do not assess for overweight/obesity status or related constructs necessary to compute BMI. We offer a unique thin slice approach for assessing obesity/overweight status using previously collected video data. The current study observationally coded overweight/obesity status in a clinically enriched sample of preschoolers oversampled for depression (N=299). Preschoolers (ages 3-6 years) completed 1-8 structured observational tasks with an experimenter. Overweight/obesity was coded using a "thin slice" technique with 7,820 unique ratings available for analysis. Parent-reported physical health problems were assessed throughout the study and BMI percentiles were available from ages 8-19 years. Thin-slice ratings of overweight/obesity were reliably observed in preschoolers' ages 3-6 years. Thin-slice ratings of overweight/obesity during preschool significantly predicted adolescent BMI percentiles at six separate assessments spanning ages 8-19 years. Further, preschool overweight/obese thin-slice ratings were associated with more physical health problems over time and less sport/activity participation during preschool. Overweight/obesity can be observationally identified in preschool-age children and offers a reliable estimate of future BMI percentile. Study findings highlight how previously collected data could be utilized to study the developmental trajectories of overweight/obesity to inform this critical public health problem.

Associations of observed callous-unemotional behaviors in early childhood with conduct problems and substance use over 14 years.

Callous-unemotional (CU) behaviors (i.e., low concern and active disregard for others) uniquely predict severe conduct problems and substance use when present by late childhood. Less is known about the predictive utility of CU behaviors displayed in early childhood, when morality is developing and interventions may be more effective. Children aged 4-7 years (N = 246; 47.6% girls) completed an observational task wherein they were encouraged to tear an experimenter's valued photograph, and blind raters coded children's displayed CU behaviors. During the next 14 years, children's conduct problems (i.e., oppositional defiant and conduct symptoms) and age of onset of substance use were assessed. Compared to children displaying fewer CU behaviors, children displaying greater CU behaviors were 7.61 times more likely to meet criteria for a conduct disorder (n = 52) into early adulthood (95% CI, 2.96-19.59; p = <.0001), and their conduct problems were significantly more severe. Greater CU behaviors were associated with earlier onset of substance use (B = -.69, SE = .32, t = -2.14, p = .036). An ecologically valid observed indicator of early CU behavior was associated with substantially heightened risk for conduct problems and earlier onset substance use into adulthood. Early CU behavior is a powerful risk marker identifiable using a simple behavioral task which could be used to target children for early intervention.