Abstract
Background/Objective: The aim of this study was to explore the psychometric properties of the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013a). This observational measure is composed of 29 items that assess the quality of four domains of parenting interactions that promote child development: affection, responsiveness, encouragement, and teaching.Methods: The sample included 203 mother-child dyads who had been video-recorded playing together. Fifty-six percent of the children were male, and 44% were female, aged from 10 to 47 months. Video-recorded observations were rated using PICCOLO items.Results: Confirmatory factor analysis supported that the instrument has four first-order factors corresponding to the hypothesized domains of parenting behaviors, and a second-order factor corresponding to a general factor of positive parenting. Construct validation evidence was compiled by examining the relationship between PICCOLO scores and child age. As expected, teaching domain and total PICCOLO scores were positively correlated with child age. The Spanish PICCOLO also demonstrated good inter-rater reliability (ranging from 0.69 to 0.84) and internal consistency reliability (ranging from 0.59 to 0.88) for the four domain scores and the total parenting score. Concurrent criterion-related validity was examined via correlations between parenting scores and child cognitive, language and motor skills outcomes, measured using the Bayley Scales of Infant Development.Conclusion: The Spanish version of the PICCOLO meets the criteria for a reliable and valid observational measurement of parenting interactions with children. The psychometric properties of the instrument make it appropriate for general research purposes, but also for program evaluation of Early Intervention and other parenting-support interventions. This measure, focused on parent strengths, could be used to facilitate family-centered practices in early intervention and other programs that have parenting as an outcome.
Highlights
Positive parent-child interactions are important for a child’s positive development in both normally developing children (Love et al, 2005; Blair et al, 2014; Vargas-Rubilar and Arán-Filippetti, 2014) and those with developmental delay and disabilities (Spiker et al, 2002; Innocenti et al, 2013)
Positive parenting interactions promote child development, and specific parenting behaviors that lead to better developmental outcomes have been identified (Bradley and Corwyn, 2002; Mahoney, 2009; Warren et al, 2010)
The purpose of this study was to test the psychometric properties of the PICCOLO in a large sample of Spanish mothers and children aged from 10 to 47 months, in order to validate the tool for use in the Spanish population, for research or applied purposes
Summary
Positive parent-child interactions are important for a child’s positive development in both normally developing children (Love et al, 2005; Blair et al, 2014; Vargas-Rubilar and Arán-Filippetti, 2014) and those with developmental delay and disabilities (Spiker et al, 2002; Innocenti et al, 2013). Positive parenting interactions promote child development, and specific parenting behaviors that lead to better developmental outcomes have been identified (Bradley and Corwyn, 2002; Mahoney, 2009; Warren et al, 2010). Those parental behaviors that promote child development, primarily studied in mothers and in fathers in some cases (Anderson et al, 2013; Cabrera et al, 2017), are labeled parenting or positive parenting. Cognitive and linguistic stimulation (e.g., explanations, asking the child questions, promoting the child’s participation in adult-child joint activities and conversation) have been related to children’s cognitive, linguistic, and social emotional development as well as to their emergent literacy skills (Tamis-LeMonda et al, 2001; Hubbs-Tait et al, 2002; Kim-Cohen et al, 2004; Bingham, 2007; Farah et al, 2008)
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