Factor Structures in Child Behaviors Observed During a Parent-Child Interaction Task

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Observing child behaviors within dyadic contexts provides unique information about the functioning of young children (Luby et al., 2006) and is one of the established “practice parameters” for assessing young children’s mental health and functioning (American Academy of Child and Adolescent Psychiatry, 1997). A major type of parent-child interaction tasks administered during toddler/preschool ages was originally designed to elicit qualitatively different aspects of child behavior (Egeland, Sroufe, & Erickson, 1983) with varied adaptions by other research groups (e.g., Cox, 1997). From the organizational perspective of development, children’s task-oriented behaviors during parent-child interactions tasks at toddler ages should show coordination that reflects the emergence of a rudimentary regulatory capacity, the establishment of which is an important developmental milestone at the end of the preschool years (Kochansca, 1993).

Many researchers have used individual observed child behavior constructs from parent-child interaction tasks as predictor or outcome measures (e.g., Luby et al., 2006). Some have explored the underlying factors in the observed child behavior constructs (e.g., Shigeto, Mangelsdorf, & Brown, 2013). Rarely have studies attempted to rigorously test the factor structures of observed child behavior related to children’s rudimentary regulatory capacity in challenging parent-child interaction tasks. Nor have there been many studies exploring the consistency of factors across toddler and preschool ages. From a measurement standpoint, identifying the factor structure and factor consistency across time provides validity evidence for the child behavior rating scale (used to quantify the observed child behaviors) and the parent-child interaction tasks. From an intervention standpoint, the specific observed child behaviors might be useful reference points for promoting child regulatory capacities in early childhood.

Author

• Feihong Wang, University of Florida