Indicator of Parent Child Interaction

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Indicator of Parent Child Interaction
IPCI

• Kathleen M. Baggett, Ph.D. Judith J. Carta,
  Ph.D.
• Juniper Gardens Childrens Project
• University of Kansas
• Society for Research in Child Development
• Boston, MA
• March 2007

This research was supported by Federal Grant
90-FY0052-01 HHS ACF
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A General Outcomes Measure
IPCI
For checking growth in parents responsiveness to
their child in ways that promote positive
social-emotional behavior.
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IPCI
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Provide quick snapshots of parent-child
interaction that can be taken repeatedly to
Practitioners need practical tools that can

• Help interventionists know when intervention is
  needed
• Help interventionists see when they are making a
  difference
• Help interventionists know when an intervention
  change is needed
• Help supervisors facilitate intervention-planning
• Help program directors understand when programs
  need improvement
• While there are many measures of parent-child
  interaction, tools designed specifically for
  practitioners to guide intervention
  decision-making have been lacking.

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Purpose
IPCI

• Monitor progress
• Identify risky interactions
• Guide intervention decision-making

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Decision Making Model for Generating Options
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3-Tiered Model for Individualizing Services
Based on Child Family Needs
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IPCI Administration

• Administered in family homes or other
  caregiving settings
• (biological home, foster home, center-based
  care)
• Children 3-42 months of age and a familiar
  caregiver
• Four semi-structured activities are observed
  for a total of 10
• minutes
• Free Play
• Looking at Books
• Distraction Task
• Dressing
• 14 items are rated on a 4-point scale following
  observation
• Videotaping is not required (but useful for
  intervention
• purposes)

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IPCI Activities
Looking at Books
Free play
Distraction
Dressing
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IPCI Activities
Free play (4 minutes)
Whatever it is that you and your child like to
do together- something your child loves
Free play video clips
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IPCI Activities
Looking at Books (2 minutes)
Here are some books for you and your child to
look at together- however you and your child
would like to spend time with these books is
fine.
Looking at Books video clips
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IPCI Activities
Distraction Task (2 minutes)
There are times when parents need to keep
children away from things- either because they
may be dangerous or just inappropriate. Lets
see how your child responds when there are
materials that are off limits. Please keep child
on the blanket and away from the recorder and
keys.
Distraction clip
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IPCI Activities
Dressing (2 minutes)
Whatever its like to get dressed in the
morning (shirt, socks, shoes)
Distraction clip
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IPCI Domains and Behaviors

• Caregiver Facilitators
• Conveys acceptance and warmth
• Makes descriptive comments
• Follows childs lead
• Maintains and extends
• Uses stress reducing strategies
• Caregiver Interrupters
• Uses criticism, harsh tone
• Uses intrusions and restrictions
• Rejects childs bid

• Child Engagement
• Positive feedback
• Sustained engagement
• Follow-through
• Child Distress
• Fuss, cry
• Tantrum
• Frozen, watchful, withdrawn

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The IPCIs Home

• With other early childhood general outcomes
• measures
• Early Communication Indicator
• Early Social Indicator
• Early Problem Solving Indicator
• Early Motor Indicator

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Types of IPCI Reports

• Home Visitors and Supervisors
• Program Administrator
• Agency Administrator

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Home Visitor and Supervisor Reports

• For
• Progress monitoring
• Sharing data with families
• Guiding intervention decision-making
• Reflective supervision
• Mental health consultation

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IPCI Domain Reports
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Key Element Reports- Cg Facilitators
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Administrator Reports

• For reporting
• Program staff involvement in progress monitoring
• Frequency of performance monitoring for children
  and families based on benchmarks
• Number of children whose interactions with
  caregivers are at or above benchmark at the end
  of particular interventions as compared to at the
  beginning
• Number of children whose interactions with
  caregivers are at or above benchmark at the end
  of a program as compared to at entry

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Psychometric Studies
Early Head Start sample (Center on Challenging
Behavior Department of Ed) Early Head Start
University Partnership in Measurement (Developing
Meaningful Outcome Measures ACF)
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Study Sample

• Culturally diverse
• African-American African Refugees Latino
• Very low to middle SES
• Multiple Risks
• Teen mothers
• Parent low education
• High potential for child maltreatment
• Maternal depression and anxiety
• Substance Abuse
• Domestic partner abuse
• Functional homelessness

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• Research Questions
• How comparable is the IPCI to other measures of
  parenting child social-emotional functioning?
• How stable is the IPCI?
• Does the IPCI differentiate parents who are
  different in the quality of their parenting
  styles (as determined by other criterion
  measures)?
• Does the IPCI differentiate children who are
  different in their levels of social-emotional
  competence (as determined by another measure) ?

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EHS Pilot Study Measures

• Parent/Caregiver Measures
• HOME IT (Bradley Caldwell, 1979)
• Total
• Responsivity
• Acceptance
• Adult Adolescent Parenting Inventory (AAPI-2
  Bavolek Keene, 1999)
• Expectations
• Empathy
• Corporal Punishment
• Role Reversal
• Power/Independence
• CESD (Depression)

• Child Measure
• Brief Infant Toddler Social Emotional Assessment
  (BITSEA Carter McGowan, 2005)

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Longitudinal, Cohort Design

• 3 age cohorts of children
• 1-11 Months
• 12-23 Months
• 24-42 Months
• Received monthly IPCI assessments over a 6-month
  period
• Pre- and post-assessment
• Demographic interview
• HOME
• AAPI-2
• BITSEA
• CESD (Maternal depression)

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Pilot Study Participants

• 64 children and their parents in the Midwest
• 42 families in an inner-urban EHS program (KS)
• 12 families with typically developing children in
  a rural setting (IA)
• Ethnicity
• 36.9 African-American
• 26.2 Latino
• 32.3 Euro-American
• 4.6 Other
• Child Gender
• Female 52.3
• Male 47.7
• Child Disability Status
• 24.1 Identified disability
• 75.9 Non disability status
• Parent Education Level
• 33.8 Did not graduate from highschool
• 29.2 Highschool only
• 15.4 Some college
• 21.6 Graduated from college

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Psychometric Summary

• Reliability
• Overall inter-observer agreement 92
  (R86-100)
• Mean parent behavior inter-observer agreement
  92 (R 75-100)
• Mean child behavior inter-observer agreement
  91 (R 83-100)
• IPCI child domain scores were correlated
  significantly with parent domain scores in the
  expected direction
• Concurrent validity shown with the HOME AAPI
• (r .47 - .63 for Parent Facilitators r
  .33-.67 in expected directions for Parent
  Interrupters)
• IPCI child domain scores were differentiated by
  IPCI parent domain scores
• IPCI parent domain scores were differentiated by
  HOME score classification (top third v. bottom
  third for Home Total Responsivity)
• IPCI child domain scores were differentiated by
  BITSEA Problem Score Classifications (Concern v.
  No Concern)

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Correlations Between IPCI Parent Support Other
Parent Measures
IPCI AAPI-2 Appropriate role HOME Total CESD
Parent/Cg Support .62 .60
Acceptance/ Warmth .64 .55 -.47
Descript. Language .47 .55
Follows lead .47 .53
Introduces Extends .47 .42
Responds to Distress .63 .55 -.57
N55 plt.001
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Relationships Between IPCI Parent Behavior Scales
Child Behavior Scales
Child Positive Engagement Child Distress
Parent/Caregiver Support .73 -.33
Parent/Caregiver Interruption -.53 .46
N350 observations plt.001
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Correlations Between IPCI Parent Interrupting
Behavior Other Parent Measures
IPCI AAPI-2 parent nurturing role HOME Total CESD
Parent/Cg Interrupters -.67 -.41
Criticize -.64 -.33 .53
Restrictions/Intrusions -.63 -.34 .36
Rejects childs bid -.58 .46
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Are IPCI Child Behaviors Differentiated by Level
of IPCI Parent Support Behavior?
90.99
65.82
F20.57 plt.001
5.35
1.70
F14.28 plt.001
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Are IPCI Child Behaviors Differentiated by Level
of IPCI Parent Interrupting Behavior?
84.69
62.25
F16.98 plt.001
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Differences in IPCI Parent Behavior Based on
HOME Classification Status
84.14
60.32
F2.57 plt.01
20.18
12.92
F2.49 plt.01
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Does the IPCI differentiate children who are
identified with a disability versus those who are
not?
F4.77 plt.05
F9.39 plt.01
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Does the IPCI differentiate children who vary in
levels of social-emotional problem concerns as
measured by the BITSEA?
78.08
56.68
77.08
63.26
F11.7 plt.001
25.32
F5.76 plt.05
10.19
F5.67 plt.05
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Does the IPCI differentiate children who vary in
levels of social-emotional problem concerns as
measured by the BITSEA?
7.86
2.32
34.86
F2.17 plt01
13.21
F2.08 plt.05
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Psychometric Summary

• Average training time to achieve adequate
  inter-rater reliability was 2 2-hour training
  sessions.
• Acceptable Inter-rater reliability and stability
  (test-retest) was demonstrated.
• Support was shown for concurrent validity of IPCI
  parent facilitating behavior through expected
  significant correlations with the HOME and the
  AAPI-2.
• Support was shown for concurrent validity of the
  IPCI parent interrupting items through expected
  significant correlations with the HOME, AAPI-2,
  CESD
• The IPCI showed sensitivity to parents who differ
  in quality of parent styles and children who
  differ in social-emotional functioning

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Contact Information

• Kathleen Baggett
• kbaggett_at_ku.edu
• Judith Carta
• carta_at_ku.edu
• IGDI website http//www.igdi.ku.edu/