PICCOLO: Observing and Coaching Caregiver-Child Interaction to Support Early Development in Children With and Without Disabilities

Innocenti, M. S.; Vilaseca, Rosa; Roggman, Lori A.

doi:10.1007/978-3-031-34252-3_7

Cited by 1 publication

(1 citation statement)

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“…VFI allows parents to observe themselves "from the outside" as they interact with their own child, and it positively impacts caregiving, with benefits for parental sensitivity and interactive attunement (Van Ijzendoorn et al, 2023). The adoption of the PICCOLO could help clinicians to identify strengths and weaknesses of that specific dyad, thus providing individualized targets for the VFI and ultimately facilitating a better fit of parenting behavior to the functioning of the child (Innocenti et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Severity of developmental delay and parenting behavior in toddlers with neurodevelopmental disabilities

Castagna,

Butti,

Cordolcini

et al. 2024

Front. Psychol.

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IntroductionThe presence of a neurodevelopmental disability (ND) represents an adverse condition for child’s development and parent–child relationship, and it is reasonable to assume that the severity of delay may influence parenting behavior. Previous research, however, did not specifically address this issue.MethodsThis cross-sectional study compared parental behaviors of mothers of toddlers with moderate/severe or mild/borderline developmental delay and mothers of toddlers with typical development, while considering maternal emotional states. A total of 88 dyads with children aged between 12 and 47 months participated in a 10-min video-recorded interaction then coded with the PICCOLO, a validated observation checklist that assesses four dimensions of parenting: affection, responsiveness, encouragement, and teaching. The mothers also fulfilled two standardized questionnaires assessing parental stress and presence of depressive symptoms. MANOVA and MANCOVA models were used to explore between-group differences in specific parenting dimensions, also considering parental stress.ResultsMothers of toddlers with ND were less responsive than the comparison group, while the presence of a moderate/severe developmental delay specifically affected teaching behaviors. No differences emerged for affection and encouragement behaviors. Importantly, although mothers of toddlers with moderate/severe ND reported higher child-related dysfunctional interaction stress, this did not directly affect parenting behaviors.DiscussionThese findings highlight how the presence of a disability and the severity of developmental delay can affect specific dimensions of parenting (i.e., responsiveness, teaching) and might inform clinical practice and research on early parental interventions.

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Section: Discussionmentioning

confidence: 99%