Development of the Parent‐child Play Scale for Use in Children With Feeding Disorders

Abstract

The Parent-Child Play Scale was developed as a scale that complements the Parent-Child Feeding Scale, created by I. Chatoor et al. (1997), to evaluate mother-infant/toddler interactions in two different caregiving contexts of a young child's everyday life, specifically play and feeding. This Play Scale can be used with infants and toddlers ranging in age from 1 month to 3 years and provides reliable global ratings of mother-child interactions during 10 min of videotaped free-play in a laboratory setting. The scale consists of 32 mother and infant/toddler interactive behaviors which are rated by trained observers from videotaped observations. Four subscales are derived: Dyadic Reciprocity, Maternal Unresponsiveness to Infant's/Toddler's Cues, Dyadic Conflict, and Maternal Intrusiveness. Construct validity and interrater and test-retest reliability of the Play Scale have been demonstrated. This Play Scale discriminates between children with and without feeding disorders as well as between children with different subtypes of feeding disorders as defined by the Diagnostic Classification of Mental Health and Developmental Disorders of Infancy and Early Childhood, Revised (DC:0-3R) (Feeding Disorder of State Regulation, Feeding Disorder of Caregiver-Infant Reciprocity, and Infantile Anorexia). It can be used for research or clinical practice in the diagnosis and treatment of early feeding problems, to assess the pervasiveness of mother-infant/toddler difficulties and to monitor changes following therapy.

Emotional-Behavioral Functioning, Maternal Psychopathologic Risk and Quality of Mother–Child Feeding Interactions in Children with Avoidant/Restrictive Food Intake Disorder

“…However, previous literature has evidenced that food refusal in early childhood may be associated with the presence of hyperactive behavior overtime [55,56] and that children with internalizing and attention problems (as those diagnosed I/I were) and/or with feeding problems, often have mothers with psychopathologic difficulties, especially in the depression area [57][58][59]. Moreover, although no other study have explored the quality of feeding interaction among these dyads, our results are in accordance with previous findings on children with a feeding disorder [17,23,25,29,60]. These studies have evidenced exchanges characterized by low dyadic reciprocity, interactional conflict and negative affect in both mothers and their children.…”

Avoidant/Restrictive Food Intake Disorder: A Longitudinal Study of Malnutrition and Psychopathological Risk Factors From 2 to 11 Years of Age

“…Further research revealed a fussy-difficult temperament and a heightened level of physiological arousal in children with IA ( Chatoor et al, 2000 , 2004 ; Lucarelli et al, 2013 ) and demonstrated that mothers of these children show a psychopathological profile, mainly characterized by anxiety, depression, and dysfunctional eating attitudes ( Chatoor et al, 1998 , 2000 ; Ammaniti et al, 2004 , 2010 ; Lucarelli et al, 2013 ). Moreover, the feeding interactions between children with IA and their mothers have been characterized by low dyadic reciprocity, interactional conflict, and negative affect in both the children and their mothers ( Chatoor et al, 1998 , 2000 , 2018 ; Ammaniti et al, 2004 , 2010 ; Lucarelli et al, 2013 ; Tambelli et al, 2014 ). Interestingly, the level of dyadic conflict between the mother and her child with IA can be a significant factor to differentiate IA from other feeding disorder subtypes, such as Sensory Food Aversions or Feeding Disorder Associated with Insults to the Gastrointestinal Tract , also named Post-Traumatic Feeding Disorder ( Chatoor et al, 2001 ; Lucarelli et al, 2013 ).…”

Motivasi Orang Tua Sebagai Determinan Pemberian Stimulasi Melalui Alat Permainan Edukatif (APE) Pada Anak Usia Pra Sekolah

“…Kebutuhan bermain pada anak balita merupakan salah satu kebutuhan dasar untuk tumbuh kembang anak balita secara optimal maka dari itu kebutuhan bermain tidak bisa dipisahkan (5). Lingkungan keluarga merupakan tempat pendidikan anak yang terdekat pertama kali didapat karena didalamnya terdapat cara membesarkan, mendewasakan anak tersebut (6).…”