Assessing Biobehavioural Self-Regulation and Coregulation in Early Childhood: The Parent-Child Challenge Task

Erika Lunkenheimer, Christine J. Kemp, Rachel G. Lucas-Thompson, Pamela M. Cole, Erin C. Albrecht

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent–Child Challenge Task, designed to assess the self-regulation and coregulation of affect, goal-directed behaviour, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviours. Mothers used only their words to guide their 3-year-old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated midway through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioural variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems-based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behaviour, and physiology predicted teacher-rated externalizing behaviours four months later. Findings indicate that the Parent–Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioural self-regulation and coregulation in parents and their preschoolers.

Original languageEnglish (US)
Article numbere1965
JournalInfant and Child Development
Volume26
Issue number1
DOIs
StatePublished - Jan 1 2017

Fingerprint

Parents
Process Assessment (Health Care)
Child Behavior
Teaching
Mothers
Research Personnel
Self-Control
Respiratory Sinus Arrhythmia

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

Cite this

@article{827de44862314a998b88b4f1b8178313,
title = "Assessing Biobehavioural Self-Regulation and Coregulation in Early Childhood: The Parent-Child Challenge Task",
abstract = "Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent–Child Challenge Task, designed to assess the self-regulation and coregulation of affect, goal-directed behaviour, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviours. Mothers used only their words to guide their 3-year-old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated midway through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioural variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems-based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behaviour, and physiology predicted teacher-rated externalizing behaviours four months later. Findings indicate that the Parent–Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioural self-regulation and coregulation in parents and their preschoolers.",
author = "Erika Lunkenheimer and Kemp, {Christine J.} and Lucas-Thompson, {Rachel G.} and Cole, {Pamela M.} and Albrecht, {Erin C.}",
year = "2017",
month = "1",
day = "1",
doi = "10.1002/icd.1965",
language = "English (US)",
volume = "26",
journal = "Infant and Child Development",
issn = "1522-7227",
publisher = "John Wiley and Sons Ltd",
number = "1",

}

Assessing Biobehavioural Self-Regulation and Coregulation in Early Childhood : The Parent-Child Challenge Task. / Lunkenheimer, Erika; Kemp, Christine J.; Lucas-Thompson, Rachel G.; Cole, Pamela M.; Albrecht, Erin C.

In: Infant and Child Development, Vol. 26, No. 1, e1965, 01.01.2017.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Assessing Biobehavioural Self-Regulation and Coregulation in Early Childhood

T2 - The Parent-Child Challenge Task

AU - Lunkenheimer, Erika

AU - Kemp, Christine J.

AU - Lucas-Thompson, Rachel G.

AU - Cole, Pamela M.

AU - Albrecht, Erin C.

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent–Child Challenge Task, designed to assess the self-regulation and coregulation of affect, goal-directed behaviour, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviours. Mothers used only their words to guide their 3-year-old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated midway through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioural variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems-based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behaviour, and physiology predicted teacher-rated externalizing behaviours four months later. Findings indicate that the Parent–Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioural self-regulation and coregulation in parents and their preschoolers.

AB - Researchers have argued for more dynamic and contextually relevant measures of regulatory processes in interpersonal interactions. In response, we introduce and examine the effectiveness of a new task, the Parent–Child Challenge Task, designed to assess the self-regulation and coregulation of affect, goal-directed behaviour, and physiology in parents and their preschoolers in response to an experimental perturbation. Concurrent and predictive validity was examined via relations with children's externalizing behaviours. Mothers used only their words to guide their 3-year-old children to complete increasingly difficult puzzles in order to win a prize (N = 96). A challenge condition was initiated midway through the task with a newly introduced time limit. The challenge produced decreases in parental teaching and dyadic behavioural variability and increases in child negative affect and dyadic affective variability, measured by dynamic systems-based methods. Children rated lower on externalizing showed respiratory sinus arrhythmia (RSA) suppression in response to challenge, whereas those rated higher on externalizing showed RSA augmentation. Additionally, select task changes in affect, behaviour, and physiology predicted teacher-rated externalizing behaviours four months later. Findings indicate that the Parent–Child Challenge Task was effective in producing regulatory changes and suggest its utility in assessing biobehavioural self-regulation and coregulation in parents and their preschoolers.

UR - http://www.scopus.com/inward/record.url?scp=84962909295&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84962909295&partnerID=8YFLogxK

U2 - 10.1002/icd.1965

DO - 10.1002/icd.1965

M3 - Article

C2 - 28458616

AN - SCOPUS:84962909295

VL - 26

JO - Infant and Child Development

JF - Infant and Child Development

SN - 1522-7227

IS - 1

M1 - e1965

ER -