Showing 2 results for Parent-Child Interaction
Monish V, Powlin Arockia Catherine S, Rajasekar M K,
Volume 0, Issue 0 (4-2024)
Abstract
Objectives: The aim of this study was to investigate the relative use of types of gestures and words in children with Down syndrome (DS) and to compare that with a group of typically developing (TD) children who were matched for expressive language ability. Also, to verify the relationship between total gesture and word production by children with DS and TD.
Methods: In this study, 30 Tamil-speaking children (15 children with DS and 15 TD children matched for expressive language age of DS) and their parents participated. The parents were instructed to play with their children normally, as they do at home, using the set of toys given and this session was videorecorded. Deictic gestures and words, as well as representational gestures and words, were analysed with a specific coding scheme.
Results: Children with DS used more deictic gestures (M = 35, SD = 14.10) than deictic words (M = 2.73, SD = 1.79), with a significant difference (p < 0.05, z = -3.40, p = 0.00064). Also, children with DS used more representational words (M = 46.13, SD = 22.63) than representational gestures (M = 12.53, SD = 8.20), with a significant difference (z = -3.29, p = 0.001).There was a significant moderate positive correlation between overall gesture and word production in children with DS (rs = 0.574, p = 0.02) and in expressive language age matched TD children ((rs = 0.558, p = 0.03). There was no significant difference between children in the DS and TD groups regarding the use of deictic gestures and words. There was a significant difference in the use of representative gestures (p = 0.0018) and words (p = 0.02) between children with DS and TD. Children with DS used more representational gestures compared to TD children.
Discussion: During parent-child interaction, similar to TD children, there is a link between gesture and word production in children with DS, a relationship that persists despite specific issues with DS children's expressive language traits. Children with DS used more representational gestures compared to TD children in order to compensate for their deficits in speech and language skills.
Sanaz Dehghani, Fariba Yadegari, Atieh Ashtari, Akbar Biglarian,
Volume 19, Issue 3 (9-2021)
Abstract
Objectives: Most of the tests regarding parent-child interaction have dealt with this issue from the emotional-behavioral point of view; however, studying these interactions from a combined verbal-behavioral aspect requires a tool consistent with Iranian culture. Parent-Child interaction coding system–3rd edition (DPICS-III, 2009) is allotted to evaluate parent-child interaction. This study was conducted on mothers of 3- to 6-year-old children to translate, adapt to the Persian language, and determine the validity and reliability of the parent section of this test.
Methods: This research was descriptive-analytic with a non-experimental design. This test was adapted to the Persian language, and its face validity was examined to clarify the items. Moreover, the correlation between live and video observations of 10 mothers and children was evaluated to determine the validity of observations. Later on, the same rater reviewed the videos of 10 mothers—recorded for the correlation between live and video observations—again within a week for intra-rater reliability and verify the credibility of the rater. Moreover, the Spearman and interclass correlation coefficients were used to determine inter-rater reliability. Data analysis was done by calculating ICC, the Pearson correlation coefficient, and the Spearman correlation coefficient.
Results: The translation process led to an appropriate version of the test in Persian language. The Pearson and Spearman correlation coefficients were used for analysis. The correlation between live observation and video was significant (P<0.05, 1-0.74=spearman and P>0.05, 0.99-0.83=Pearson). The reliability of intra-rater was also high (P<0.05, 1-0.89=spearman and P>0.05, 0.99-0.87=Pearson). Furthermore, inter-rater reliability was also high (P<0.05, 0.99-0.81=spearman and P<0.05, 1-0.79=ICC).
Discussion: According to the study results, the parent section of DPICS is applicable in the Persian language with appropriate validity and reliability. This applicable test is either as live observation or video recording, with no differences.
