Validating the Construct of Coercion in Family Routines: Expanding the Unit of Analysis in Behavioral Assessment with Families of Children with Developmental Disabilities

Abstract

We conducted an observational study of parent-child interaction in home activity settings (routines) of families raising young children with developmental disabilities and problem behavior. Our aim was to empirically investigate the construct validity of coercion in typical but unsuccessful family routines. The long-term goal was to develop an expanded ecological unit of analysis that may contribute to sustainable behavioral family intervention. Ten children with autism and/or mental retardation and their families participated. Videotaped observations were conducted in typical but unsuccessful home routines. Parent-child interaction in routines was coded in real time and sequential analyses were conducted to test hypotheses about coercive processes. Following observation, families were interviewed about the social validity of the construct. Results confirmed the presence of statistically significant, attention-driven coercive processes in routines in which parents were occupied with non-child centered tasks. Results partially confirmed the presence of escape-driven coercive processes in routines in which parent demands are common. Additional analysis revealed an alternative pattern with greater magnitude. Family perspectives suggested the social validity of the construct. Results are discussed in terms of preliminary, partial evidence for coercive processes in routines of families of children with developmental disabilities. Implications for behavioral assessment and intervention design are discussed. HHS Public Access Author Manuscript Author ManuscriptAuthor Manuscript Author ManuscriptAlthough there have been significant advances in our understanding of child problem behavior and parent-child interaction (Patterson, 1982;Stormshak, Bierman, McMahon, & Lengua, 2000), very little of this knowledge has been developed in the context of families raising children with developmental disabilities. The etiology of problem behavior in the context of parent-child interaction in the home has been studied in non-disabled populations almost exclusively (McMahon, 1994;Reid, Patterson, & Snyder, 2002). Despite significant social costs of problem behaviors for families of children with disabilities (Singer & Irvin, 1991), the scientific literature includes few studies that address processes of parent-child interaction that develop and maintain problem behaviors among these families (Floyd & Phillipe, 1993). Furthermore, there are no studies in the developmental disabilities literature that have examined the way in which typical family contexts may affect the development of child problem behavior. Such research is viewed as necessary if we are to develop behavioral family interventions that are acceptable, effective and sustainable when used by parents in natural family settings (Bristol et al., 1996). Although there is growing empirical evidence for the effectiveness of positive behavioral interventions for children with disabilities and problem behavior (Koegel, Koegel, & Dunlap, 1996), there is only modest evidenc...

Effects of Coaching on the Implementation of Functional Assessment–Based Parent Intervention in Reducing Challenging Behaviors

“…Families of young children with persistent challenging behaviors face considerable demands and affect a family's ability to participate in home routines and community activities (Lucyshyn et al, 2004). These impacts draw attention to the importance of providing effective behavior interventions that increase the positive parent-child interaction.…”

Transforming Parent–Child Interaction in Family Routines: Longitudinal Analysis with Families of Children with Developmental Disabilities

“…As observed by Lucyshyn et al (2004) in their study of coercive processes, parents tended to persist with routine related demands while being videotaped and to terminate demands only after the observer ended the observation session. To correct this reactivity, a break procedure was designed to ensure that naturally occurring escape-driven coercive processes would be observed in family routines.…”

“…To code child problem behavior and routine steps completed, coders used a paper-and-pencil data recording system while observing the video file on a computer monitor using Windows Media Player. To code parent-child interaction, coders observed the video file on the computer monitor using the Observer 5.0 software program (Noldus, Trienes, Hendriksen, Jansen, & Jansen, 2000) in concert with the Parent and Child Coding System (Lucyshyn et al, 2004). For 9 of 10 families, a random sample of 10 baseline and 10 intervention observations were selected, and for each observation session a 10-minute time sample was coded.…”

“…We used the Parent and Child Coding System (PACCS; Lucyshyn, Laverty et al, 2007) to measure coercive and constructive processes. PACCS is an observational coding system that is based on guidelines for the sequential analysis of dyadic interaction (Bakeman & Gottman, 1997).…”

“…Parallel to research on the effectiveness and acceptability of the approach, Lucyshyn et al (2004) initiated a line of sequential analysis research to develop the construct validity of coercive processes in family routines as an ecological unit of analysis. Following Messick's model of construct validation (Messick, 1988), Lucyshyn et al conducted an observational study to investigate the construct's evidential validity; that is, the extent to which the construct can be shown to exist.…”