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This study investigates the influence of family of origin on parental responsiveness toward own child, taking into account gender differences. A total of 110 triads of mothers, fathers, and their first child aged 6-10 months participated in the standardized Free Play procedure. Parental responsiveness was assessed through observational measures (using Ainsworth procedure) and self-reported scales (Parental Responsiveness Scale). Results revealed correlations between objectively assessed responsiveness and self-reported parental styles in the family of origin, separately for mothers and fathers. Among mothers having daughters, parental sensitivity (an important aspect of observationally measured responsiveness) was positively correlated with having had a liberal loving mother and a negative correlation with an autocratic mother. Cooperation (another aspect of observationally measured responsiveness) was correlated positively with having had a liberal loving mother. Meanwhile, having a liberal unloving mother predicted lover sensitivity and cooperation. Similar correlations were not observed for mothers having sons. Among fathers having daughters, both aspects of observed responsiveness were positively correlated with having had a democratic father and negatively with autocratic or liberal unloving parents. Moreover, having a liberal unloving father and autocratic mother predicted their lower responsiveness toward daughters. These findings highlight the role of family dynamics in shaping parental responsiveness and emphasize the importance of understanding these dynamics in promoting responsive parenting.

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Combining theory-driven and data-driven approaches, this study used both self-reported and observational measures to examine: (1) the joint contributions of students' self-reported undergraduates' motivation and emotion in their self-regulated learning, their observed online learning interactions, and their academic success in blended course designs; and (2) the extent to which the self-reported and observational measures were consistent with each other. The participants in the study were 54 social sciences undergraduates in the Czech Republic. The participants' self-reported self-efficacy, intrinsic goals, and anxiety were assessed using a Czech version of three scales from the Motivated Strategies for Learning Questionnaire. Their online engagement was represented by students' observed frequency of interactions with the six online learning activities recorded in the learning management system. The results of a hierarchical regression analysis showed that the self-reported and observational measures together could explain 71% of variance in academic success, significantly improving explanatory power over using self-reported measures alone. Departing from the theory-driven approach, students were clustered as better and poorer self-regulated learners by their self-reports, and one-way ANOVAs showed that better self-regulated learners had significantly more frequent online interactions with four out of six online learning activities and better final exam results. Departing from the data-driven approach, students were clustered as higher and lower online-engaged learners by the observed frequency of their interaction with online learning activities. One-way ANOVAs showed that higher online-engaged learners also reported having higher self-efficacy and lower anxiety. Furthermore, the strong association between the students' profiles in both self-reported measures and observational measures in cross-tabulation analyses showed that the majority of better self-regulated learners by self-reporting also had higher online engagement by observation, whereas the majority of poorer self-regulated learners by self-reporting were lower online-engaged learners, demonstrating consistency between theory-driven and data-driven approaches.

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Objetivo: Este estudio pretende identificar y analizar los instrumentos observacionales para evaluar el constructo de responsividad parental, con especial atención a los componentes que se evalúan, las características de aplicación y los criterios de uso. Método: Se llevó a cabo una revisión sistemática de los instrumentos publicados a través de las bases de datos de PsychINFO y Google Scholar. Dos investigadoras independientes evaluaron la elegibilidad de los instrumentos, extrajeron los datos y evaluaron sus características. Resultados: Se seleccionaron 33 instrumentos. Los componentes evaluados son diversos y más del 50% evalúan también otros constructos. El 45% son de foco medio y la mayoría tienen un enfoque positivo. Más de la mitad se codifican a través de vídeo, algo menos de la mitad solicita realizar tareas concretas, el tiempo destinado a la evaluación es muy variable y todos ellos requieren formación específica para su uso. Discusión: Existe una gran oferta de instrumentos para evaluar la responsividad parental. Esta revisión ofrece claves que facilitan la elección del instrumento más adecuado a cada necesidad profesional o de investigación.(AU)

Objective: This study aims to identify and analyze the observational instruments used to evaluate the parental responsiveness construct, with special attention to the components that are evaluated, the application characteristics, and the criteria for use. Method: A systematic review of the instruments published through the PsychINFO and Google Scholar databases was conducted. Two independent researchers assessed the eligibility of the instruments, extracted the data, and assessed their characteristics. Results: A total of 33 instruments were selected. The components evaluated are diverse and more than 50% also evaluate other constructs. Of these, 45% are medium focus and most have a positive focus. More than half are encoded through video, slightly less than half request to perform specific tasks, the time allocated to evaluation is highly variable, and all of them require specific training for their use. Discussion: There is a wide range of instruments to assess parental responsiveness. This review offers clues that facilitate the choice of the most appropriate instrument for each professional or research need.(AU)

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BACKGROUND: Late talkers are a heterogeneous group of toddlers and reliable predictors of persistent language delay have been elusive. The purpose of this study was to determine the extent to which early social communication and vocabulary production predicted variance in language outcomes at 2 and 3 years of age. METHODS: Participants were 408 typically developing and late-talking toddlers who completed the Communication and Symbolic Behavior Scales Caregiver Questionnaire and Behavior Sample (CSBS CQ and CSBS BS) at a mean of 20 months, the Language Development Survey (LDS) at a mean of 24 months, and the Mullen Scales of Early Learning (MSEL) at a mean of 25 months. A subgroup of 198 children completed a second MSEL at 3 years of age. Associations among the LDS, CSBS CQ, CSBS BS, and MSEL were examined using correlational and hierarchical linear regression analyses. Logistic regression was used to examine each measure's contribution to predicting language delay at 2 and 3 years. RESULTS: Moderate to large correlations were observed among all variables. The LDS, CSBS CQ, and CSBS BS added unique contributions to the prediction of 2- and 3-year expressive and receptive language outcomes. Measures of speech and vocabulary production were the strongest predictors of language outcomes at age 2. At age 3, social and symbolic communication played a more significant role in accounting for variance in expressive and receptive language outcome. A similar pattern emerged for the categorical prediction of language delay. CONCLUSIONS: Measures of social communication between 18-21 months added important information to predicting language outcomes at 2 and 3 years, above and beyond parent-reported expressive vocabulary production measured at 24 months, with small effect sizes overall. Implications for identifying younger children who are at risk for continued language delay and recommendations for referral to early intervention programs are discussed.

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Objective: To explore blinded observational outcomes in the Treatment of Severe Childhood Aggression (TOSCA) study. Methods: During a 9-week acute trial, children with severe physical aggression and attention-deficit/hyperactivity disorder received parent training + titrated psychostimulant for 3 weeks, and those who failed to show an optimal response during Week 4 through Week 6 received in addition either randomly assigned placebo (Basic treatment) or titrated risperidone (Augmented treatment). Child and parent behaviors were videotaped in a Standardized Observation Analogue Procedure (SOAP) designed to elicit problems and strengths in child and parent interactions. SOAPs were collected at baseline and Week 9 and 52 follow-up. Results: During the acute 9-week trial, augmented treatment was associated with better outcomes than basic treatment for 3 of 13 measures: increased Child Compliance (p = 0.004; significant after correction for multiple tests), greater use of positive Parent Reinforcement (p = 0.03), and more Shared Enjoyment (p = 0.04). At follow-up, when medication was no longer by randomized assignment, parents used more Alpha Commands and displayed fewer Parent Negative Behaviors, and the dyads showed more Shared Enjoyment regardless of original randomization. Thus, there were better parent-child interactions with Augmented treatment, and interactions improved overall at follow-up regardless of original treatment assignment. Conclusions: The SOAP demonstrated sensitivity to behavior changes between short-term treatments for a few (but not most) measures. The acute treatment differences for Child Compliance and Child Negative Behavior are generally consistent with the moderate superiority of Augmented over Basic treatment previously reported for the primary study outcome.

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BACKGROUND: Mental health professionals use various strategies to prevent involuntarily committed persons from absconding under an open door policy. OBJECTIVE: To provide an ethical framework for the evaluation of the replacement of locked ward doors by formal coercion or treatment pressures. METHODS: Empirically informed conceptual and ethical analysis. RESULTS: The replacement of locked ward doors by formal coercive measures applied to individual persons, such as mechanical restraint or seclusion, is ethically problematic. The use of treatment pressures, for example in the context of intensified observational measures, requires a differentiated ethical evaluation and does not necessarily constitute the milder means in comparison to locked ward doors. CONCLUSION: Unexplored conceptual, empirical and ethical issues surrounding open door policies and treatment pressures should be clarified by means of psychiatric and ethical research. In clinical practice, the choice of the least burdensome and least restrictive measures for involuntarily committed persons should be facilitated by appropriate ethical support services.

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Evidence-based home-visiting programs aim to address one of the most important challenges facing our species-setting the next generation on a healthy path of development that prepares them for a future that is simultaneously uncertain and promising. Diverse research literatures have pointed to practices to effectively meet this challenge and better achieve the unfulfilled promise of home visiting by more effectively engaging parents in supporting their children's early development and well-being. Measures of home-visit quality practices drawn from social work, pediatric nursing, early childhood, and early intervention research literatures have identified building relationships with families and focusing on their strengths as effective, practices that are particularly important for vulnerable families. The articles in this special section used the Home Visit Rating Scales to examine stability in home-visit quality over time, study specific home-visiting processes linked with quality, validate a supervisor checklist of home-visiting implementation, and consider the home visit in relation to an array of indicators reflecting overall home-visiting program strength and stability. These articles exemplify progress in home-visiting research over recent decades, including advances in direct observational methods and measurement as well as examinations of home visiting as an observable process across various home-visiting program models and populations.

Los programas de visita a casa con base en la evidencia están dirigidos a uno de los más importantes retos que enfrenta nuestra raza humana - poner a la próxima generación en una trayectoria de desarrollo saludable que les prepare para un futuro que es simultáneamente incierto y prometedor. Las diversas informaciones investigativas impresas apuntan a las prácticas como un modo de efectivamente lograr este reto y alcanzar mejor la no cumplida promesa de la visita a casa por medio de una más efectiva participación de los padres en el apoyo del temprano desarrollo y bienestar de sus niños. Medidas de las prácticas de calidad de las visitas a casa identificadas en el trabajo social, la enfermería pediátrica, la temprana niñez, y en la información investigativa impresa sobre la temprana intervención: promover las relaciones con familias y enfocarse en sus puntos fuertes, prácticas que son particularmente importantes para familias vulnerables. Los ensayos en esta sección especial usaron las Escalas de Puntuación de Visitas a Casa para examinar la estabilidad de la calidad de las visitas a casa a lo largo del tiempo, estudiar específicos procesos de visitas a casa en conexión con la calidad, validar una lista de chequeo para el supervisor sobre la implementación de visitas a casa, y considerar la visita a casa en relación con un número de indicadores que reflejan en general la fuerza y la estabilidad del programa de visita a casa. Estos ensayos ejemplifican el progreso en la investigación sobre las visitas a casa a lo largo de las décadas recientes, incluyendo los adelantos en métodos y medidas de observación directa, así como también las revisiones de la visita a casa como un proceso observable a lo largo de varios modelos de programas de visita a casa y grupos de población.

Les programmes factuel de visites à domicile ont pour but de régler les défis les plus importants auxquels font face nos espèces - mettre la génération suivante sur un chemin de développement sain qui les prépare pour le future qui est à la fois incertain et prometteur. De nombreuses recherches mettent en évidence des pratiques afin de relever ce défi et de tenir la promesse non réalisée de la visite à domicile en engageant plus efficacement les parents afin qu'ils soutiennent le développement précoce et le bien-être de leurs enfants. Des mesures de pratiques de visite à domicile de qualité ont été identifiées dans le service social, les soins pédiatriques, la petite enfance et les recherches d'intervention précoce : construire des relations avec les familles et mettant l'accent sur leurs forces, des pratiques qui sont particulièrement importantes pour les familles vulnérables. Les articles présentés dans cette section spéciale ont utilisé les Echelles d'Evaluation de la Visite à Domicile afin d'examiner la stabilité de la qualité de la visite à domicile au fil du temps, d'étudier les processus spécifiques de la visite à domicile qui sont liés à la qualité, de valider une checklist d'un(e) superviseur pour la mise en place de la visite à domicile, de considérer la visite à domicile en relation avec un éventail d'indicateurs reflétant la force et la stabilité générales du programme de visites à domicile. Ces articles exemplifient le progrès dans les recherches sur les visites à domicile depuis les trente dernières années, y compris les avancées faites dans les méthodes observationnelles directes et les mesures ainsi que l'examen de la visite à domicile en tant que processus observable au travers de modèles de programme de visite à domicile variées et de populations diverses.

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Parent-child reciprocity plays a signicant role in shaping children's social interaction skills. The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The increase in conflictual interaction with one's parents during adolescence affects the transformation of parent-adolescent interaction into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and regulatory impairments, in addition to their dependence on their parents' involvement and guidance. The current study aimed to evaluate differences in the way adolescents with and without ASD interact with their parents in a conflictual situation. In addition, the association between parent-adolescent reciprocity and the adolescent's social interaction with an unfamiliar peer was examined in the ASD group. Thirty adolescents with ASD and their parents and 30 typically developing (TD) controls were assessed during a standardized conflict interaction. In addition, adolescents with ASD took part in a conversation with an unfamiliar peer. Interactions were videotaped and coded. Results revealed that during the conflictual interaction, compared to their TD peers, adolescents with ASD were more involved in the conversation and less withdrawn from the parent, while their parents were more sensitive and less intrusive toward them. Parent-adolescent reciprocity was poorer in the ASD (compared to the TD) dyad and was positively associated with the adolescents' social-conversational skills with a peer. These findings emphasize the different developmental trajectory parent-adolescent relationship takes in adolescents with ASD, and its impact on the adolescent's social skills. Autism Res 2019, 12: 263-273 © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The development of conflict management skills throughout childhood and adolescence impacts the individual's social adjustment. The ability of parents to engage in reciprocal social interaction with the children plays a significant role in shaping children's social interaction skills with peers and with other adults. The transition to adolescence is characterized by an increase in conflictual interaction with one's parents, which transforms the interaction between adolescents and their parents into a more mutual, equal relationship. Adolescents with ASD and their parents may struggle in this type of interaction due to the adolescents' social and emotional difficulties, and their dependence on their parents' involvement and guidance. However, the nature of parent-adolescent interaction, and particularly conflict management has rarely been studied. This study evaluated the way parents and their adolescents with ASD interact in a conflictual conversation, compared to parents and their typically developing adolescents. In addition, we examined how this type of interaction associated with adolescents' social conversation skills with a peer, in the ASD group. A videotaped interaction between adolescents and their parents indicated that parents and their adolescents with ASD engaged more positively in the conflict, but were less reciprocal with each other. In addition, higher reciprocity among parents and their adolescents with ASD was associated with better conversation skills with an unfamiliar peer. These findings demonstrate the different ways parent-adolescent relationships evolve in families affected by ASD, and the important role parents have in shaping the adolescent's social communication skills.

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A Structured Observational Analog Procedure (SOAP), an analogue measure of parent-child interactions, was used to assess treatment outcome in children with Autism Spectrum Disorder and serious behavior problems. It served as a secondary outcome measure in a 24-week, randomized trial of risperidone (MED; N=49) versus risperidone plus parent training (COMB; n=75) (ages 4-13 years). At 24-weeks, there was 28 % reduction in child inappropriate behavior during a Demand Condition (p=.0002) and 12 % increase in compliance to parental requests (p=.004) for the two treatment conditions combined. Parents displayed 64 % greater use of positive reinforcement (p=.001) and fewer repeated requests for compliance (p<.0001). In the analysis of covariance (ANCOVA), COMB parents used significantly more positive reinforcement (p=.01) and fewer restrictive statements (p<.05) than MED parents. The SOAP is sensitive to change in child and parent behavior as a function of risperidone alone and in combination with PMT and can serve as a valuable complement to parent and clinician-based measures.

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North Carolina is one of a growing number of states to implement family meeting models in child welfare as a way to engage families, while simultaneously addressing complex familial needs and child safety issues. However, much is still unknown regarding how family meetings actually operate in child welfare, underscoring a clear need for further evaluation of this process. Utilizing direct observational data of Child and Family Team (CFT) meetings, collected as part of two separate evaluations of the North Carolina Division of Social Service's Multiple Response System (MRS) and System of Care (SOC) initiatives, the purpose of the current study was to examine whether the support provided by SOC improved fidelity to the CFT model in child welfare. The observations were conducted using the Team Observation Measure consisting of 78 indicators that measure adherence to ten domains associated with high quality family team meetings (e.g., collaborative, individualized, natural supports, outcomes based, strengths-based). Findings indicate that receiving SOC support in child welfare leads to a more collaborative and individualized decision-making process with families. Meeting facilitators in SOC counties were better prepared for CFTs, and had greater ability to lead a more robust and creative brainstorming process to develop a family-driven case plan. The current study also provides a much needed description of the CFT meeting process within child welfare using a direct observational measure.