Dads' Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO‐D)

Abstract

Intervention programs aiming to support fathers’ parenting skills with young children need a practical, but psychometrically sound, observational measure of fathers’ parenting interactions. The purpose of this study was to test the psychometric properties of the Parenting Interactions with Children—Checklist of Observations Linked to Outcomes (PICCOLO) measure for use with fathers, and to explore whether additional observational father‐behavior items derived from father research and theory would strengthen those psychometric properties. The 29 original PICCOLO items and 44 additional observable behavioral items of early positive father–infant interaction were tested for variability, reliability, and validity, using extant video observations of over 400 ethnically diverse, low‐income fathers. The final measure included 21 items, representing the four domains of positive parenting on the original PICCOLO measure: affection, responsiveness, encouragement, and teaching. Items tested for a playfulness domain did not reach adequate psychometric standards. The final version of the PICCOLO for Dads (PICCOLO‐D) measure demonstrated good reliability and validity, including predictive associations with children's language, cognitive, and socioemotional outcomes into prekindergarten. Findings indicate that the PICCOLO‐D is a psychometricall strong observational measure of early father–child interaction.

Couple interaction and child social competence: The role of parenting and attachment

“…Indeed, studies show that positive parenting is associated with higher levels of child social competence (Heinonen, Räikönnen, & Keltikangas‐Järvinen, ; Schneider, Atkinson, & Tardif, ). For example, Anderson, Roggman, Innocenti, and Cook () found that high levels of affection and responsiveness were associated with children's socioemotional outcomes in prekindergarten. Additionally, Rispoli and colleagues () found that parental responsiveness during the preschool years was associated with child social competence at entry to kindergarten.…”

The Ecology of Father‐Child Relationships: An Expanded Model

“…In the context of the coparenting system, observed similarities between mother and father behavior might at least partially reflect the influence each has on the other's behavior. These cross-parent influences are domain specific (Anderson, Roggman, Innocenti, & Cook, 2013).…”

Observing Toddlers’ Individual Experiences in Classrooms: Initial Use of the Parenting Interactions With Children: Checklist of Observations Linked to Outcomes

“…The PICCOLO Affection subscale measured at 24 months was positively correlated with children's 36‐month and preschool‐age receptive vocabulary and cognitive development in the original validation sample (Roggman et al., ). With the PICCOLO‐D, a modified version used to assess father–child interactions, affection at 24 months was associated with 36‐month receptive vocabulary and cognitive development as well as preschool‐age receptive vocabulary, cognitive development, and emotion regulation (Anderson, Roggman, Innocenti, & Cook, ). Total PICCOLO scores (all four subscales combined) followed a similar pattern for children with special needs (Innocenti, Roggman, & Cook, ).…”

“…Mothers’ responsiveness at 24 months has been positively correlated with children's receptive vocabulary and cognitive development at 36 months and children's receptive vocabulary, cognitive development, and letter‐word recognition in preschool (Roggman et al., ). Fathers’ responsiveness at 24 months has been positively associated with children's 36‐month and preschool‐age receptive vocabulary, cognitive development, and emotion regulation (Anderson et al., ).…”

“…Teaching includes “cognitive stimulation, explanations, conversations, joint attention, and shared play” (Roggman et al., , p. 292). Fathers’ and mothers’ teaching at 24 months has been positively correlated with children's 36‐month receptive vocabulary and cognitive development (Anderson et al., ; Roggman et al., ). Fathers’ and mothers’ teaching at 24 months also has been related to children's preschool receptive vocabulary and cognitive development as well as to self‐regulation and letter‐word recognition, respectively (Anderson et al., ; Roggman et al., ).…”