Abstract
Structured observation situations have been frequently used in the behavioral assessment of parent-child interaction. These assessment situations have been used to assess the effects of behavioral intervention, to design behavioral intervention strategies, and as a method of assessing interaction differences between classes of subjects (e.g., clinic vs nonclinic subjects). This paper reviews the target subjects, target behaviors, structure, and observation procedures of structured observation situations and considers methodological issues such as content validity, criterion-related validity, and threats to validity.
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