Assessing Parenting Practices through Parent-Report and Direct Observation during Parent-Training

Autor/inn/en	Hawes, David J.; Dadds, Mark R.
Titel	Assessing Parenting Practices through Parent-Report and Direct Observation during Parent-Training
Quelle	In: Journal of Child and Family Studies, 15 (2006) 5, S.554-567 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-006-9029-x
Schlagwörter	Behavior Problems; Parenting Styles; Child Rearing; Parents; Young Children; Intervention; Test Validity; Observation; Parent Education; Child Behavior; Positive Reinforcement; Negative Reinforcement; Scores; Behavior Change; Comparative Analysis; Alabama + Suchen Sie Ihr Suchwort? Kindererziehung; Eltern; Frühe Kindheit; Testvalidität; Beobachtung; Parents education; Elternbildung; Elternschule; Negative Verstärkung
Abstract	The specific parenting domains measured by the Alabama Parenting Questionnaire (APQ) make it particularly relevant to interventions concerned with the modification of parenting practices. This study assessed the validity and clinical utility of parent reports on the APQ using observational data of parents and children (N=56, aged 4-8 years) participating in a parent training intervention for childhood conduct problems. Parent reports on the measure were found to converge well with observations of parents' use of praise, and harsh/aversive parenting. APQ scores also reflected change in parenting practices across treatment, and were associated with clinical child outcomes. Comparisons of the five original APQ subscales with a three-factor empirically-derived form of the measure indicated greater support for the original subscales, which were found to be valid and clinically informative in the treatment of childhood conduct problems. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10