Poster #71 - Examining Relations Between Maternal Responsiveness and Infant Social Competence Using Behavioral Observations Methods

• In Event: Poster Session 06

Abstract

Social competence encompasses socio-emotional regulatory strategies that facilitate positive social interactions (Han & Kemple, 2006). The acquisition of social competence skills occurs early on in development and higher levels of social competence in early childhood have been associated with fewer negative mental health and behavioral outcomes later in life, including fewer internalizing/externalizing problems (Bornstein et al., 2010). Early proximal socialization agents such as parents influence the development of social competence in infants (Anthony et al., 2005), and parenting behaviors such as maternal responsiveness have been linked to the development of key social competence skills such as better negative affect regulation and prosocial responding in children aged 6-8 years (Davidov & Grusec, 2006). Despite its importance for later adjustment, few studies have examined competence in children younger than preschool age, and many rely on self-report methods which suffer from bias. In the current study, we examine maternal responsiveness in relation to social competence behaviors in infants using behavioral observation methods. Infants aged 12-18 months (14 coded to-date; To be coded N = 200) and their mothers completed the infant-toddler Disruptive Behavior Diagnostic Observation Schedule (DB-DOS; Wakschlag et al., 2008) during their first annual assessment as part of an ongoing longitudinal study. The DB-DOS is a direct assessment designed to elicit child frustration and social interaction during a series of tasks (e.g., shape sorter puzzle and bubble play). Parent-infant interactions were recorded and Infant Social Competence (e.g., Social Engagement) and Maternal Responsiveness (e.g., Warm Affection) were coded post-visit using the Infant-Toddler DB-DOS Competence coding system and the Parent Clinical Observation Schedule (P-COS; Hill et al., 2008), respectively. Infant and parenting behaviors were coded on a clinical continuum, ranging from 0 (none) to 3 (high). Infant social competence sum scores were generated from the following codes: Intensity of Positive Affect, Socially-Directed Positive Affect, Predominance of Positive Affect, Social Engagement, and Self-Regulation Capacity (α = .92). Maternal responsiveness sum scores were generated from the following 14 codes: Scaffolding, Support during Transitions, Responsiveness to Communicative Attempts, Positive Reinforcement, Warm Affection, Positive Engagement, Labeling, Intensity of Positive Affect, Pervasiveness of Positive Affect, Behavioral Regulation Support, Flexibility of Strategies to Encourage Child Regulation, Emotion-Focused Response to Child Dysregulation, Problem-Focused Response to Child Dysregulation, and Mutually Responsive Orientation (α = .90). Next, we assessed correlations among maternal responsiveness and infant social competence. Preliminary findings on the current analytic sample revealed that maternal responsiveness was positively correlated with infant social competence (r = .45, p <.12). As additional data are processed, we will use multiple regression models to control for covariates. We hypothesize that infants who experience higher levels of maternal responsiveness to their feelings and behavior will exhibit increased levels of social competence. Earlier analysis of the factors that influence the development of social competence behaviors may critically improve our ability to predict later mental health outcomes.

Authors

• Roshaye B. Poleon, Northwestern University
  Presenting Author

• Gina M. Giase, Northwestern University

• James L. Burns

• Yudong Zhang, Northwestern University

• Leigha Alexandra MacNeill, Northwestern University

• Lauren S Wakschlag, Northwestern University