HEAD%20START%20UNIVERSITY%20PARTNERSHIP:%20%20Measurement%20Development

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PICCOLO
Parenting Interactions with Children Checklist
of Observations Linked to Outcomes
Lori Roggman, Mark Innocenti, Gina Cook, Vonda
Jump, James Akers Presented at Society for
Research in Child Development Boston, MA March
31, 2007
A Head Start-University Partnership Funded by
ACYF Grant 90YF0050
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What is PICCOLO?

• An observational instrument we developed for
  practitioners working with parents of young
  children to measure positive parenting.
• Psychometric data support PICCOLO as a measure
  that is
• Easy to use
• Reliable
• Valid

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Why Measure Parenting?
Development in the early years is linked to
certain kinds of interactions with parents and
caregivers (Bornstien Tamis-LeMonda, 1989
Estrada et al., 1987 Harnish et al., 1995 Hart
Risley, 1995 Kelly et al., 1996 NICHD Early
Child Care Research Network, 1999). Programs
such as Early Head Start often aim to increase
parenting behaviors that support early
development.
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Why develop a new parenting measure?
to identify parenting that predicts child
outcomes to track positive parenting outcomes
in programs. to develop a measure
practitioners can use - easy to learn, easy to
use - psychometrically sound - appropriate for
diverse families
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Why a parenting measure for diverse families?
Most parenting measurement samples are
European-Americans Middle socio-economic
status. Practitioners often work with parents
of Diverse ethnicity/culture Lower
socio-economic status
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Challenges in developing a measure for diverse
families
Getting a diverse sample The national EHS
study archived videotapes of parent-child
interaction in a diverse sample. Getting
diverse raters Latino raters Latino
raters were recruited who were fluent in both
Spanish English. African-American raters
Intensive efforts were required to recruit
African-American raters at Utah State.
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How did we develop PICCOLO?

• Step 1. The Evidence Base
• Research team reviewed literature on parenting.
• Most studies point to one of 4 main kinds of
  parenting that supports early development.
• Research team selected items to test for PICCOLO
  in 4 domains.

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What are the 4 PICCOLO Domains?
Affection Affect Showing physical and verbal
affection, warmth, positive emotional
expressions, and positive statements.
Responsiveness Reacting to childs cues,
emotions, words, and behaviors, following childs
lead in play or conversation.
Encouragement Providing active and
non-intrusive support of exploration, effort,
initiative, independence, and play.
Teaching Providing cognitive stimulation,
questions, explanations, and conversation
sharing pretend play.
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PICCOLO v3.1 Affect/Affection
Expression of affection and positive emotions is
sometimes called warmth and is related to
less antisocial behavior better adjustment
more compliance greater cognitive ability
more school readiness
Research by Caspi, et al. (2004),Dodici et al.
(2003), Estrada et al. (1987), MacDonald (1992),
Petrill et al., (2004), and Sroufe et al. (1990).
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PICCOLO v3.1 Responsiveness
Reacting sensitively to infant cues and
expressions of needs or interests is related
to more secure attachment better cognitive
social development better language
development fewer behavior problems better
emotion regulation empathy
Research by Bornstein Tamis-LeMonda
(1989),Davidov Grusec (2006), Landry et al.
(2001), Spencer Meadow-Orlans (1996),
Tamis-LeMonda et al. (2001), Volker et al.,
(1999), and Wakschlag Hans (1999).
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PICCOLO v3.1 Encouragement of Autonomy
Providing support for childrens self- direction
and not being too restrictive or intrusive is
related to greater independence less
negativity willingness to try challenging
tasks better cognitive social development
better language development
Research by Frodi et al. (1985), Ispa et al.
(2004), Hart Risley (1995), Landry et al.
(1997), and Kelly et al. (2000).
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PICCOLO v3.1 Teaching/Talking
Talking with children about their world,
responding to their communications, and playing
together is related to better cognitive
social development better language
development more conversation more emergent
literacy skills
Research by Baumwell et al., (1997), Carpenter et
al., (1998), Hart Risley (1995), Hockenberger
et al. (1999), Laasko et al. (1999), and
Tamis-LeMonda et al., (2001).
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How did we test PICCOLO items?

• Step 2. New Observations
• 4,500 video clips
• (Early Head Start Evaluation Research Project)
• Parenting interactions, ages 14, 24, 36 months
• New observers rated items on video clips

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What were the observations like?
3-bag task (from the national Early Head
Start Research and Evaluation Project) 10-
min video-recorded observation Mother child
on blanket on floor at home 3 bags bag 1
-- book bag 2 -- pretend toys bag 3 --
other toys Parents told to play with child
using toys in each bag, dividing time how they
wished.
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How did we test PICCOLO items?

• Observers
• viewed clips independently
• got regular feedback on agreement
• gave regular feedback on items
• were initially matched for ethnicity

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How did we select PICCOLO items?

• Step 3. Item Selection
• Used multiple criteria to reduce the number of
  items based on
• Reliability
• Validity
• Sensitivity
• Practicality

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How many PICCOLO items?
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PICCOLO v3.1 Affect/Affection
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PICCOLO v3.1 Responsiveness
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PICCOLO v3.1 Encouragement of Autonomy
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PICCOLO v3.1 Teaching/Talking
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How reliable is PICCOLO?

• Inter-rater agreement across all items gt 70
• overall reliability coefficient .80
• 2 of 3 raters agree 91 of the time
• Internal consistency across all domains
• Cronbachs alpha .73 - .81
• Some variation across ethnic/culture groups.

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PICCOLO Average Item Agreement by
Ethnicity/Culture
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PICCOLO Scale Reliability by Ethnicity/Culture
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Do PICCOLO Scores Differ by Ethnicity/Culture?
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Does PICCOLO have construct validity?
Affection is correlated primarily with ratings of
Positive regard Responsiveness is correlated
primarily with ratings of Sensitivity Teachin
g is correlated primarily with ratings of
Cognitive stimulation Encouragement is
correlated primarily with ratings of overall
supportiveness (combined construct)
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What child outcomes does PICCOLO predict?

• Cognitive development
• Bayley MDI at 36m
• Woodcock Johnson at preK
• Vocabulary
• Peabody Picture Vocabulary Test at 36m
• Peabody Picture Vocabulary Test at PreK
• Social behavior
• Bayley Behavior Rating Scales at 36m
• Leiter Emotion Regulation at PreK

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Parenting Ethnicity/Culture Differences?

• Sampling
• Early Head Start sampling
• Low-income, minority sampling
• Observation Team
• background
• Parenting values culture
• do same behaviors mean the same thing?

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Does PICCOLO have practical validity?
Practitioners say that PICCOLO helps them see
parenting behavior more distinctly I saw
things I didnt see before--I realized how
little she actually speaks to her child plan
interventions You see things you might want
to work with the parent on the next
visit. work with parents Its useful for
parents to do so they can look at their skills
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Support materials are available for PICCOLO
PICCOLO Training DVD
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PICCOLO Researchers- Utah State UniversityLori
Roggman LoriRoggman_at_yahoo.comMark Innocenti
Minno_at_eiri.usu.eduGina CookVonda JumpJim
AkersKatie ChristiansenCora Price
Program Partners
Bear River Head Start, Logan, UT Sara Thurgood,
director Head Start Parent Child Centers, Layton,
UT Kathy Shaw Sartor, director Guadalupe
Schools Early Childhood Program, SLC, UT
Patty Walker, director
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Acknowledgements
Most of the parenting and child video clips and
outcome data used for developing PICCOLO were
from the Early Head Start Evaluation and Research
Project, conducted in collaboration with the
Administration for Youth and Families,
Mathematica Policy Research, and local research
partners at 17 sites. Research institutions in
the Consortium (and principal researchers)
include ACF (Rachel Chazan Cohen, Judith Jerald,
Esther Kresh, Helen Raikes, Louisa Tarullo)
Catholic University of America (Michaela Farber,
Lynn Milgram Mayer, Harriet Liebow, Christine
Sabatino, Nancy Taylor, Elizabeth Timberlake,
Shavaun Wall) Columbia University (Lisa Berlin,
Christy Brady-Smith, Jeanne Brooks-Gunn, Alison
Sidle Fuligni) Harvard University (Catherine
Ayoub, Barbara Alexander Pan, Catherine Snow)
Iowa State University (Dee Draper, Gayle Luze,
Susan McBride, Carla Peterson) Mathematica
Policy Research (Kimberly Boller, Ellen Eliason
Kisker, John M. Love, Diane Paulsell, Christine
Ross, Peter Schochet, Cheri Vogel, Welmoet van
Kammen) Medical University of South Carolina
(Richard Faldowski, Gui-Young Hong, Susan
Pickrel) Michigan State University (Hiram
Fitzgerald, Tom Reischl, Rachel Schiffman) New
York University (Mark Spellmann, Catherine
Tamis-LeMonda) University of Arkansas (Robert
Bradley, Mark Swanson, Leanne Whiteside-Mansell)
University of California, Los Angeles (Carollee
Howes, Claire Hamilton) University of Colorado
Health Sciences Center (Robert Emde, Jon
Korfmacher, JoAnn Robinson, Paul Spicer, Norman
Watt) University of Kansas (Jane Atwater, Judith
Carta, Jean Ann Summers) University of
Missouri-Columbia (Mark Fine, Jean Ispa, Kathy
Thornburg) University of Pittsburgh (Carol
McAllister, Beth Green, Robert McCall)
University of Washington School of Education
(Eduardo Armijo, Joseph Stowitschek) University
of Washington School of Nursing (Kathryn Barnard,
Susan Spieker) and Utah State University (Lisa
Boyce, Lori Roggman). Additional data are from
studies conducted by members of the PICCOLO
research team at Utah State University in the
Department of Family, Consumer, and Human
Development and at the Early Intervention
Research Institute.Thousands of parents and
children in the video clips used to develop the
PICCOLO measure have provided a rich opportunity
for us to learn more about parenting.