Poster #91 - The Advantages of Adapting Parent-Child Observational Assessments to a Remote Zoom Format

• In Event: Poster Session 01

Abstract

The COVID-19 pandemic posed novel challenges to laboratory data collection, which created meaningful difficulties for developmental researchers relying primarily on observed data. In response, our team adapted three established parent-child interaction tasks for the remote Zoom format, which has the potential to expand geographical range and cost effectiveness of observational research on parent-child interactions. The goal of this submission is to describe the design, protocols, and tests of preliminary validity on these new tasks.
Participants (40 mothers and toddlers) in an ongoing longitudinal study of families oversampled for lower income, higher harsh discipline, higher child maltreatment risk used their own video-enabled devices to connect with experimenters while engaging in three tasks: free play, semi-structured play, and book reading. They also provided hair and salivary cortisol samples and completed questionnaires (Qualtrics) and cognitive tasks (Inquisit, Millisecond Software) online. All study materials were shipped to the families, including instructions, play dough for semi-structured play, a Richard Scarry book for book reading, saliva and hair collection materials, and an addressed return envelope. Tasks were designed to be as feasible as possible for families to conduct at home regardless of differences in income, technology devices and comfort level, and room features. Experimenters provided ample verbal instructions during the session to ensure fidelity of video recording, task, and biological data collection protocols.
Behavioral observations (Free Play, 7 min; Play Dough and Book Reading 5 minutes each) were video recorded and free and semi-structured play were coded in 10-second intervals to assess mother-child affect, child engagement/disengagement, and mother supportive/unsupportive behaviors. Mothers also reported the frequency of harsh discipline (physical aggression subscale) using the Parent Child Conflict-Tactic Scales (CTS-PC; Straus, Hamby, & Warren, 2003). Participants were paid $35 for questionnaires and computer tasks, $30 for the Zoom session, and $25 for returning hair and saliva samples.
To test validity, we tested whether Zoom-observed behaviors were related in expected ways to parent self-report of harsh discipline. In free play, toddlers whose mothers reported higher harsh discipline showed more negative affect (M=5.23, SD=5.86) than those with lower harsh discipline (M=1.63, SD=1.64), t(32)=-2.55, p= .016. Similarly, mothers with higher harsh discipline showed more disengagement (M=7.08, SD=5.99) compared to those with lower harsh discipline (M=2.53, SD=2.87), t(32)=-2.87, p =.007, and marginally more unsupportive behaviors than their counterparts, t(32)=-1.94, p=.06. Results suggest free play interactions assessed in remote Zoom format are promising for capturing observed affect and behavior in parent-child interactions. With the notable advantages of remote data collection (e.g., broader geographical range, eliminating transportation time, observing interactions in naturalistic settings), we also discuss potential challenges (e.g., longer session preparations, varying video quality) and corresponding recommendations.

Authors

• Kivilcim D. Engel, Pennsylvania State University, University Park
  Presenting Author

• Erika S. Lunkenheimer, Pennsylvania State University, University Park