Parent-child Interactions Research Articles

The Relationship Between Maternal Problematic Mobile Phone Use and Hyperactive Behavior in Preschool Children: The Moderating Effect of Family Parenting Support on Chain Mediation.

The issue of excessive mobile phone use among mothers currently is growing increasingly significant due to the rapid growth of smartphones and other technological items. Given that women are the primary caregivers for preschool-aged children, it is imperative to thoroughly investigate the detrimental impacts of mothers' problematic mobile phone use on the hyperactive behaviors of their children, as well as the underlying mechanisms. In this study, 924 Chinese mothers and their children are surveyed. The study looks into the moderating effects of parenting support in this context as well as the chain mediating roles of mothers' parent-child interaction disorder and work-family conflict in the effects of mothers' problematic cell phone use on preschoolers' hyperactive behaviors. Analysis is conducted on the moderating impact of parental support in this as well. The results find that boys have significantly higher levels of hyperactive behavior than girls; maternal problematic cell phone use significantly positively predicts preschoolers' hyperactive behavior; maternal problematic cell phone use could indirectly affect preschoolers' hyperactive behavior through the chain-mediated effects of work-family conflict and parent-child interaction disorder, and parenting support moderates the predictive effects of parent-child interaction disorder on preschoolers' hyperactive behavior. This study reveals potential ways in which mothers' problematic mobile phone use affects preschoolers' hyperactivity behaviors in the Chinese context. The findings provide a multidimensional (protective and risk factors) indication of how to reduce the impact of mothers' problematic mobile phone use on preschoolers' levels of hyperactivity behaviors, which would contribute to improving children's mental health. However, this is a cross-sectional study and other factors may also play an important role in this pathway.

Characteristics of Joint Attention and Maternal Cues in Mother-Child Interactions for Toddlers with Cochlear Implants

Objectives: This study aimed to identify the differences in the establishment of joint attention between the cochlear implant (CI) group and the typical hearing (TH) group during mother-child interactions and to explore the relationship between the joint attention variables and language development abilities in young children with CIs. Methods: Thirteen pairs of hearing mothers and children with CIs and seventeen pairs of mothers and children with TH participated in this study. Their interactions during a 20-minute free-play task were recorded using digital cameras. Results: The frequency of joint attention attempts in the CI group was significantly higher than in the TH group. There was no significant difference between the two groups in the success rate of joint attention; however, there was a considerable difference in the time ratio of joint attention and joint attention span. Children’s language scores were significantly correlated with the success rate of joint attention, the time ratio of joint attention, and joint attention span in the CI group. Conclusion: We observed the mothers’ efforts to establish joint attention with their children with CIs. These results suggest that children with CIs are more likely to have less time for joint attention during parent-child interactions. These findings can inform the development of parent-coaching programs in early auditory intervention for children with CIs.

어머니와 유아의 상호작용과 학습준비도의 관계에서 언어·문해 능력과 수리적 사고의 매개효과

Objectives This study aims to find alternatives that can increase children's learning readiness by confirming the mediating effects of language, literacy skills, and mathematical thinking in the relationship between mother and infant interaction and learning readiness. Methods The subjects of this study includes 796 boys and 754 girls(a total of 1,550 children) from the 7th data of the Korean Children's Panel before the age of 5-year-olds. Research tools that this study has used are belows; Fisrt, the parent-child interaction scale based on ‘Early Childhood Longitude Study Kindergarten Cohort’ (ECLS-K, 2013), Second, language, literacy ability and mathematical thinking are used as learning ability scales, Third, learning readiness measures developed by Murphy and Burns (2002), all of which were modified and supplemented by Korean Children's Panel researchers. Reliability analysis, frequency analysis, descriptive statistics analysis, and correlation analysis of the scale were performed using SPSS 25ver and PROCESS Macro for SPSS programs to verify the research model, and mediating were analyzed to verify the research model. Results As a result of the research model analysis, it was confirmed that the level of interaction between mothers and children had a positive significant effect on learning readiness, and the mediating effects of language, literacy, and mathematical thinking were also statistically significant in the relationship. Conclusions Based on the findings, this study emphasized the interaction between mothers and children in order to increase children's learning readiness, and suggested the importance of a play-child-centered curriculum that can increase academic ability such as language, literacy, and mathematical thinking. This study is significant in that it provided basic data for improving learning readiness by verifying the effect of mother-child interaction as a way to increase children's learning readiness and the mediating effect of language, literacy, and mathematical thinking on learning ability.

The importance of mother-child interaction on smart device usage and behavior outcomes among toddlers: a longitudinal study

BackgroundIn recent years, smart devices have become an integral part of daily life. However, longitudinal studies, particularly those regarding the relationship between toddlers’ smart device usage and behavioral outcomes, are limited. Understanding the impact of parent–child interactions on this relationship is crucial for enhancing toddlers’ developmental outcomes. Accordingly, this study examined the influence of early screen time and media content exposure on toddlers’ behaviors, as well as the positive effects of mother–child interactions on this influence.MethodsWe used relevant data related to 277 children born between November 2016 and July 2020 and who were part of an ongoing prospective follow-up study conducted across five hospitals in Taipei City, Taiwan. We analyzed (1) data from maternal reports regarding children’s behavior by using the Child Behavior Checklist (for ages 11/2–5 years), (2) assessments of mother–child interactions by using the Brigance Parent–Child Interactions Scale, and (3) self-reported parental data covering the first 3 postpartum years. Statistical analyses involved group-based trajectory modeling and multiple linear regression.ResultsA considerable increase in screen time between the ages of 1 and 3 years was associated with less favorable behavioral outcomes at age 3. These outcomes included somatic complaints [adjusted beta coefficient (aβ) = 2.17, 95% confidence interval (CI) = 0.39–3.95, p-value = 0.01], withdrawal (aβ = 2.42, 95% CI = 0.15–4.69, p-value = 0.04), and aggressive behavior (aβ = 6.53, 95% CI = 0.25–12.81, p-value = 0.04). This association was particularly evident among children with lower levels of mother–child interaction. Nevertheless, positive mother–child interactions mitigated most of the adverse effects. Additionally, increased exposure to games and cartoons was associated with poorer behavioral outcomes in all children except for those experiencing positive mother–child interactions.ConclusionEarly mother–child interactions play a crucial role in mitigating the risk of behavioral problems in toddlers who spend prolonged periods looking at screens and who are frequently exposed to game and cartoon content.

PERAN ORANG TUA MILENIAL DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR DI ERA DIGITAL

ABSTRACT : Parents' involvement in their children's education is vital to their general well-being and academic achievement. Parents who play an active role in their children's education can nurture a love of learning, encourage effective learning techniques, and provide the support and tools their children need to succeed. Besides, healthy parent-child interactions can enhance communication and strengthen the sense of support and encouragement that exists in the home. This study explores the influence of the participation of millennial parents in children's education. Using literature-based qualitative research methods, the study analyzes various sources to understand how parental involvement can affect children's educational outcomes. The findings suggest that the active involvement of millennial parents, such as attending parent-teacher conferences, helping with homework, and regulating the use oftechnology, has a positive impact on children's digital literacy and academic achievement. Engaged parents can boost their child's learning motivation, confidence, and critical thinking skills. However, excessive involvement can create stress and anxiety. The study emphasizes the importance of collaboration between parents and teachers to create a supportive and productive educational environment, as well as recommendations to increase parents' involvement in children's education.

Early Parental Knowledge and Parent-Child Conversations Promote Preschool Language Skills: A Randomized Controlled Trial

ObjectiveThis randomized controlled trial examined the long-term impact of the 3Ts-HV intervention on preschool-aged children’s language skills through promoting parental knowledge and parent-child conversational turns during toddlerhood among families from low-socioeconomic status backgrounds, controlling for parental education level, parental language skills, and child’s age. MethodsNinety two parent-toddler dyads of low socioeconomic status were randomized to receive either the 3Ts-HV intervention (n = 46) or Healthy Lifestyle control (n = 46) curriculum from 14 to 20 months. Parental language skills were assessed at 14 months; parental knowledge was assessed at 14 and 26 months; parent-child conversational turn count was assessed at 14 and 38 months; children’s language skills were assessed at 50 months. ResultsA significant serial mediation effect (β = 0.05, 95% CI [0.002; 0.13]) revealed that the 3Ts-HV intervention increased parental knowledge at 26 months, contributed to more frequent parent-child conversational turns at 38 months, and in turn promoted children’s language skills at 50 months. ConclusionsThe present study provides empirical evidence illustrating the underlying longitudinal processes from increasing parental knowledge and enriching parent-child linguistic interactions during toddlerhood, to promoting children’s language development at preschool age. These findings point to a significant path to supporting families who face socioeconomic challenges early in life to promote equity in children’s early language experiences and narrow disparities in children’s developmental outcomes.

The Impact of Parental Autonomy Support on Family Adaptation in the Context of "Double Reduction": The Mediating Role of Parent-Child Communication and Cohesion.

The implementation of the "Double Reduction" policy indicates a significant change in the way households operate, such as through parental education conception and parenting form, in which family adaptation needs particular attention. Parental autonomy support has been evidenced to be related to family adaptation in prior studies. However, the mechanism underlying the relationship between parental autonomy support and family adaptation in the context of "Double Reduction" are not clear enough but remain fascinating. This study aims to explore the process through which parental autonomy support affects the whole family's adaptation in the context of "Double Reduction" from the perspectives of parent-child behavior and emotions (i.e., parent-child communication and parent-child cohesion). A cross-sectional design based on the questionnaire method was used to collect the characteristics of 4239 adolescent parents (1493 fathers and 3427 mothers; Mage = 43.20, SDage = 22.39) one year after the implementation of the "Double Reduction" policy. In addition, this study also used the retrospective method to obtain the characteristics of parental autonomy support before the "Double Reduction" policy. In the context of "Double Reduction", the research results found that parental autonomy support can predict family adaptation; parental autonomy support can also influence the whole family's adaptation through the quality of parent-child interaction. This study reveals the impact mechanism of parental autonomy support on family adaptation under the background of "Double Reduction" in China and provides insights on how to improve the adaptation of the entire family from the perspective of parent-child interaction.

The Lived Experiences of Paternal Parents as Primary Caregivers in Raising Children with Developmental Disabilities

This study delves into the lived experiences of paternal parents raising children with developmental disabilities within the City of Cabuyao Laguna. It aims to comprehend their unique challenges, explore how the distress of raising a child with developmental disabilities is manifested in them, and identify their coping strategies. Eight (8) paternal parents, acting as primary caregivers for children with Autism, Down syndrome, and Intellectual disability who were also reported to experience significant stress, were interviewed. The study used a Parental Stress Scale and interviews to collect data. By using a phenomenological research approach, three main themes emerged through thematic analysis: (1) Navigating Parenting Challenges and Sacrifices; under this theme are the subthemes: (1.1) lifestyles, (1.2) financial issues, and (1.3) social stigma. (2) Holistic Well-being Under Stress, its subthemes are (2.1) physical manifestation, (2.2) emotional impact, and (2.3) impact on the body. (3) Balancing Approach to Personal Development and Well-being, under this main theme are these subthemes: (3.1) coping and fostering resilience, (3.2) positive mindset in maintaining children’s growth and well-being, (3.3) engaging diverse activities. The study recommends a Stress Management Program for Paternal Parents of Children with Developmental Disabilities, which aims to support paternal parents in raising children with developmental disabilities by providing them with essential stress management tools and fostering a supportive community. Throughout the 5-week program, participants will engage in interactive sessions focused on understanding stress, exploring coping strategies, strengthening physical health, enhancing parent-child interactions, building support networks, and accessing resources for ongoing support.

The shadow of the past: How paternal traumatic experiences shape early parent-child interactions and offspring's emotional development

Introduction and AimsEarly childhood is crucial for the development of social and emotional competencies, significantly influenced by parental interactions. While the impact of maternal psychopathology has been extensively studied, less is known about the effect of paternal trauma on parenting behaviors and subsequent child development. This study examines the effects of fathers' traumatic experiences on their psychopathology, quality of feeding interactions, and children's emotional and behavioral functioning. MethodsA sample of 100 fathers and their two-year-old children participated in this cross-sectional study. Paternal psychopathology was assessed using the Symptom Checklist-90-Revised (SCL-90-R), and trauma exposure was measured with the Traumatic Experience Checklist (TEC). Parent-child feeding interactions were evaluated using the Scala di Valutazione delle Interazioni Alimentari (SVIA), and children's emotional and behavioral outcomes were assessed using the Child Behavior Checklist (CBCL 1,5-5). ResultsFathers with past trauma displayed significantly higher levels of psychopathological symptoms and engaged in poorer quality feeding interactions compared to controls. These paternal characteristics were associated with higher scores on maladaptive outcomes in children's CBCL, indicating worse emotional and behavioral functioning. ConclusionsThe findings suggest that paternal trauma is linked to increased psychopathological risks and negatively affects the quality of paternal feeding interactions, which in turnith children's emotional and behavioral development. These results underscore the importance of integrating paternal trauma into clinical assessments and interventions to support family dynamics and promote healthier developmental outcomes in children.

Evaluation of Virtual Enhanced Child Adult Relationship Enhancement in Primary Care Intervention.

Because of COVID-19 pandemic social distancing requirements, the in-person Child Adult Relationship Enhancement in Primary Care (PriCARE) positive parenting intervention was adapted for virtual delivery. Objective was to evaluate the efficacy of the virtual PriCARE program to improve parenting capacity, decrease child behavioral problems, and decrease child maltreatment risk. Caregivers of children 2 to 6 years old recruited from pediatric primary care were randomized to PriCARE (n = 92) or waitlist control (n = 90). Dysfunctional parenting, positive parenting skills, child behaviors, and child maltreatment risk were measured at baseline and 2 to 3 months after intervention using the Parenting Scale (PS), Dyadic Parent-Child Interaction Coding System (DPICS), Eyberg Child Behavior Inventory (ECBI), and Child Abuse Potential Inventory (CAPI). Kruskal-Wallis test compared median change scores from baseline to follow-up by treatment arm. Of 182 enrolled caregivers, 92% (168) were mothers and 67% (122) completed study measures at baseline and follow-up. The median decrease (improvement) in total PS score was greater in the PriCARE group compared with the control group (-0.3 [IQR 0.69] vs -0.1 [IQR 0.56], p = 0.028) as was the median decrease (improvement) in ECBI problem score (-3 [IQR 9] vs -1 [IQR 7], p = 0.045) and ECBI intensity score (-9 [IQR 21] vs 0 [IQR 25], p = 0.006). Improvements in 4 positive parenting skills measured by DPICS were greater in the PriCARE group compared with the control group (all p< 0.003). Median decrease in CAPI abuse score did not differ significantly by study arm ( p = 0.055). The PriCARE virtual adaptation demonstrated promise in promoting positive parenting and decreasing child behavior problems.

How parental phubbing decreases adolescent core self-evaluation through basic psychological need satisfaction: Evidence from longitudinal mediation analysis and longitudinal network analysis

Parental phubbing refers to the phenomenon where parents ignore their children due to mobile phone use during parent-child interactions. This study examined the longitudinal mediating role of basic psychological need satisfaction in the relations between parental phubbing and adolescents’ core self-evaluation. We recruited 629 adolescents ( Mage = 15.20 years, SDage = 1.62 years) to participate in our longitudinal survey. Longitudinal mediation analyses revealed that parental phubbing negatively predicted adolescents' core self-evaluation by diminishing their basic psychological need satisfaction. Additionally, longitudinal network analyses identified two significant parental phubbing behaviors that impact adolescents' core self-evaluation: parents keeping mobile phones in hand during interactions with their adolescents and checking mobile phone information during mealtime. Our work provides a novel understanding on how parental phubbing decreases adolescent core self-evaluation.

The effects of parent-child dysfunctional interactions on early childhood weight: A serial mediation model through emotional feeding and child appetite traits

Parent-child dysfunctional interactions (PCDI) are known to contribute to children's weight status. However, the underlying mechanisms in how dysfunctional interactions between parent and child influence child weight are not clear. This study investigates the impact of PCDI on toddlers' weight, focusing on the potential serial mediation by maternal emotional feeding and child appetite traits. We conducted a secondary analysis of longitudinal data from a larger intervention trial to prevent childhood obesity in low-income Hispanic families. A total of 241 mother-child dyads were included in these analyses. Measurements were taken at various stages: PCDI at child age 19 months, maternal emotional feeding at 28 months, and both child appetite traits and weight-for-age z-score (WFAz) at 36 months. Serial mediation analyses revealed a significant indirect effect of early PCDI on later child WFAz through maternal emotional feeding and two child food approach traits (food responsiveness, emotional overeating) out of the eight child appetite traits assessed. PCDI at 19 months was associated with increased use of emotional feeding in mothers at 28 months, which was associated with heightened food responsiveness and emotional overeating in children at 36 months, which in turn was linked to greater child WFAz at 36 months. The findings of this study expand the understanding of the mechanisms underlying PCDI and child weight, emphasizing the interplay between maternal feeding practices and child appetite in the context of adverse parent-child interactions during early childhood.

Roles of caregiver-child interaction on the association of socioeconomic status with early childhood development: a population-based study in rural China

ObjectiveSocioeconomic status (SES) has been previously associated with children’s early development, health, and nutrition; however, evidence about the potential role of caregiver-child interaction in such associations was limited. This study aimed to explore the effect of caregiver-child interaction on the associations of SES with child developmental outcomes, including early neurodevelopment and social-emotional behavior.MethodsA cross-sectional survey was conducted among 2078 children aged 0–6 in a rural county that just lifted out of poverty in 2020 in Central China. The Ages & Stages Questionnaires-Chinese version (ASQ-C) and the Social-Emotional (ASQ: SE) questionnaire were used to assess children's early neurodevelopment and social-emotional behavior, respectively. Caregiver-child interaction was evaluated with the Brigance Parent–Child Interactions Scale. Regression-based statistical mediation and moderation effect were conducted with the PROCESS macro of SPSS.ResultsChildren with low SES had an increased risk of suspected neurodevelopmental delay [OR = 1.92, 95% CI: 1.50, 2.44] and social-emotional developmental delay [OR = 1.31, 95% CI: 1.04, 1.66]. The caregiver-child interaction partially mediated the associations of SES with child developmental outcomes; the proportion of the indirect effect was 14.9% for ASQ-C total score and 32.1% for ASQ: SE score. Moreover, the caregiver-child interaction had a significant moderation effect on the association of SES with ASQ-C total score (P < 0.05). A weaker association was observed in children with high-level caregiver-child interaction than in medium and low ones. Similar moderating effects were found among boys but not girls.ConclusionCaregiver-child interaction plays a vital role in the relationship between SES and child development. Children with low SES households will benefit more in terms of their early development from intervention programs strengthening caregiver-child interaction.

Parent Explanatory Model Personalization as a Method of Reducing Risk for Poor Engagement and Outcomes in PCIT among Culturally Diverse Families.

Background/Objectives: Evidence supports the efficacy of Behavioral Parent Training (BPT) interventions such as Parent-Child Interaction Therapy (PCIT) for treating child behavior problems; however, treatment engagement and outcomes vary across ethnic groups. Risk for poor treatment engagement and outcomes may be attributed in part to misalignment between parent explanatory model components (PEMs) and the traditional BPT model, including treatment expectations, etiological explanations, parenting styles, and family support for treatment. The present study aims to examine whether personalized treatment adaptations addressing these PEM-BPT misalignments reduce risk for poor treatment engagement and outcomes. Methods: The authors previously utilized the PersIn framework to develop a personalized version of PCIT (MY PCIT) that assesses these PEMs in order to identify families at risk for poor treatment engagement and outcomes. Families were identified as high risk (due to PEM-BPT misalignment) and low risk (meaning those without identified PEM-BPT misalignment) for specific PEMs. Families at elevated risk then received tailored treatment materials designed to improve alignment between the parental explanatory model and the PCIT treatment explanatory model. A recent pilot trial of MY PCIT demonstrated positive treatment outcomes; however, the extent to which adaptations were successful in reducing the underlying risk factors has not yet been examined. Results: Findings demonstrate that the personalization approach was effective in reducing indicators of risk, and that families who were initially at high and low risk during pre-treatment reported similar levels of treatment engagement and outcomes by post-treatment. Conclusions: The findings suggest that this personalized approach has the potential to reduce risk associated with poor treatment engagement and outcomes for culturally diverse families.

Cognitive Distancing Language in Parent-Child Book Sharing Among Low-Income Mexican American and Chinese American Families: Cultural Group Comparisons and Links to Children’s Executive Functions

ABSTRACT Research Findings: In the context of parent-child book sharing, cultural influences on cognitive distancing language and associations with child executive function (EF) have been understudied. This study examined cultural group similarities/differences in parent and child book-sharing distancing language among preschool-aged dual language learners from low-income Mexican American (MA) and Chinese American (CA) families. We further tested concurrent relations between parent/child distancing language and children’s EF. The sample consisted of 88 children (45 MAs, 43 CAs, age = 38–68 months) enrolled in Head Start preschools and their parents. To assess distancing language, utterances were coded for cognitive demand and classified as referential (low demand), behavioral (moderate demand), or inferential (high demand). Cognitive tasks tapping inhibitory control and cognitive flexibility were used to assess child EF. Results showed parents and children from both cultural groups produced comparable numbers of story-related utterances. MA dyads used higher proportions of parent/child inferential statements and a lower proportion of parent referential questions. The proportions of parent behavioral questions and child behavioral statements were positively related to child cognitive flexibility. Practice or Policy: Findings highlight heterogeneity in parent-child verbal interactions among low-income multilingual families and have implications for promoting preschoolers’ cognitive/language development in diverse populations.

Impact of parent child interaction therapy on child eating behaviors

BackgroundPicky eating commonly co-occurs with disruptive behaviors in young children. While feeding interventions exist, it remains unknown whether unmodified behavioral parent training (BPT) improves maladaptive child eating. As coercive feeding practices may exacerbate picky eating, BPT could ameliorate associated behaviors by increasing authoritative parenting. MethodsCaregiver-child dyads (N = 194, ages 2–8) received 18 weeks of Parent-Child Interaction Therapy (PCIT). Caregivers completed the Behavioral Pediatrics Feeding Assessment Scale (BPFAS) at pre-, mid-, and post-treatment. The BPFAS overall picky eating frequency and number of problems was examined, as well as the subscale of mealtime misbehaviors, and overall caregiver feeding practices. ResultsFrom pre-to post-treatment, reductions occurred in frequency/problems scales across overall BPFAS child behaviors. Mealtime misbehaviors significantly declined at all checkpoints - early skill acquisition may drive this early change, whereas changes in frequency/problem scales occurred after mid-treatment, suggesting later skill acquisition may be driving these changes. On the coercive caregiver feeding subscale, multivariate regression identified a significant race by time interaction (p = .02) - multiracial caregivers improved while others showed no difference. ConclusionStandard PCIT, not adapted for feeding concerns, decreased maladaptive child eating behaviors across all caregivers and coercive feeding practices in multiracial caregivers. Authoritative parenting principles may generalize to eating contexts for certain cultural groups. PCIT shows promise as an early upstream intervention potentially changing trajectories without needed feeding content modifications. Assessment of long-term maintenance is warranted. Coupling with nutrition education could optimize impact.

ADHD Symptoms in Middle Childhood: The Role of Child Attachment and Maternal Emotional Availability in an Inpatient Clinical Sample.

Child ADHD symptoms are highly prevalent in middle childhood, alongside impairment in social functioning. The parent-child relationship has been shown to play an important role; however, studies investigating specific facets of the parent-child relationship in ADHD symptomatology in middle childhood have been neglected. We assumed that higher ADHD symptoms were associated with both (1) lower maternal emotional availability (EA) and (2) lower child attachment security. Moreover, (3) we aimed to explore which specific EA dimensions were associated with ADHD symptoms. In a socio-pediatric clinic in Germany, 71 inpatient mother-child dyads (child age: M = 7.70, SD = 1.06; n = 54 boys) were assessed. Clinical data about child ADHD symptoms (Child Behavior Checklist 6-18 subscale "attention deficit/hyperactivity problems"), maternal EA (free play), and child attachment representation (Attachment Story Completion Task, GEV-B) were analyzed cross-sectionally. Controlling for child oppositional behavior and sex, child ADHD symptoms were associated with overall maternal EA, and more specifically non-hostility, but not with child attachment representation. Our results imply that the role of parent-child interaction quality should be considered in the treatment of ADHD. Bidirectional effects cannot be ruled out.

Echoing Parental Scaffolding Style in Co–Constructed Narratives: Its Impact on Executive Function Development in Diverse Early School-Age Children

ABSTRACT Research Findings: Early elementary school is a crucial time for the development of executive functions, but less is known about the impact of parent-child narratives on executive function development in children of this age group. This study aims to investigate the influence of parental scaffolding styles in parent-child co-constructed narratives in the development of transitional kindergartners’ executive function. The sample comprised 35 Hispanic and non-Hispanic parent-child dyads, who were video recorded discussing a past experience at home. Video recordings were transcribed and coded for parental scaffolding strategies. Through principal component analysis, three scaffolding styles were identified: elaborative, eliciting, and echoing. Children’s executive function was measured using the pencil tap task. Hierarchical linear regression analysis revealed that parents’ echoing scaffolding style was positively and significantly associated with children’s executive function outcomes, after controlling for child expressive language, maternal education, and parent dominant narrative languages. Practice or Policy: These findings highlight that the way parents scaffold their children’s narratives can have a positive impact on their development of executive function. It also emphasizes the need for educators and practitioners to recognize the role of parent-child language interactions in supporting children’s cognitive development, and to collaborate with families to promote positive developmental outcomes.

Maternal Borderline Personality Disorder Severity and Parenting Behaviors During Conflict Discussions With Adolescent Offspring

Examining the impact of maternal borderline personality disorder (BPD) on parent-child interactions could elucidate pathways of intergenerational risk and inform intervention. The current study used an expanded version of the Observing Mediational Interactions to investigate (a) associations between maternal BPD symptom severity and mediational parenting behaviors during conflict discussions with clinically referred early adolescent offspring (N = 56, age = 10-15, 54% female) and their mothers, and (b) the potential moderating role of early adolescent BPD symptom severity in those associations. Consistent with hypotheses, mothers with higher levels of BPD symptom severity engaged in fewer positive emotional/attachment-based behaviors and more negative (i.e., invalidating, controlling, coercive, or insensitive) parenting behaviors. Only parent-reported, but not self-reported, adolescent BPD severity moderated these associations; maternal BPD severity was significantly associated only with negative parenting in dyads with low-to-moderate levels of parent-reported adolescent BPD severity. We discuss implications including targeting attachment-based and negative parenting behaviors in intervention.

Family engagement in a behavioral parenting intervention: A randomized comparison of telehealth versus office-based treatment formats.

Despite effective treatment options, many families-especially those from marginalized backgrounds-lack access to quality care for their children's behavioral difficulties. Since the COVID-19 pandemic, telehealth has become a prominent format for the delivery of outpatient services, with potential to increase access to quality care. Although telehealth-delivered parenting interventions are associated with positive clinical outcomes, limited research has examined whether telehealth formats improve treatment engagement relative to office-based care. The present study is the first controlled comparison of engagement across office-based parent-child interaction therapy (PCIT) and internet-delivered PCIT (iPCIT). Children ages 3-5 years, and their caregiver(s) (N = 40) participated in a randomized trial comparing iPCIT to office-based PCIT in the treatment of behavioral problems. Analyses examined the effects of treatment format on engagement (i.e., missed sessions, premature treatment discontinuation, homework completion, therapeutic alliance, and treatment satisfaction). Logistic and linear regressions further explored whether treatment format moderated the effects of common predictors of treatment engagement (i.e., family economic means, racial/ethnic background, caregiver stress). iPCIT improved attendance rates relative to office-based PCIT, especially for families from minoritized racial/ethnic backgrounds. At the same time, among families with relatively higher levels of caregiver stress, office-based PCIT was associated with lower dropout rates and improved treatment alliance and satisfaction, relative to iPCIT. This study provides the first experimental support that telehealth formats can improve treatment attendance in behavioral parenting interventions. Findings highlight nuances in treatment engagement across treatment formats that reveal limits to the extent telehealth transcends engagement concerns. (PsycInfo Database Record (c) 2024 APA, all rights reserved).