Date of Graduation
Eberly College of Arts and Sciences
Cheryl B. McNeil
The main purposes of this study were to: (a) explore the validity of a relatively new behavioral observation coding system in young children referred for treatment of disruptive behavior, (b) explore which specific foster parent behaviors are most associated with child emotion regulation, and (c) explore whether internalizing or externalizing foster child behavior problems are most associated with child emotion regulation. The sample consisted of 40 foster parent-child dyads who participated in a larger study funded by the National Institutes of Health. Assessments included behavioral observation of child emotion regulation using the Global Dysregulation Scale and a calculation of the percentage of dysregulated 10-second intervals during a clean-up task, parent-report of child emotion regulation using the Emotion Regulation Checklist, parent-report of child behavior problems using the Child Behavior Checklist, and behavioral observation of parent behaviors using the Dyadic Parent-Child Interaction Coding System. Behavioral observation of child emotion regulation was not found to significantly correlate with the Emotion Regulation Checklist. Behavioral observation of parent commands was found to significantly correlate with child emotion regulation measured on the ERC (r = .38, p = .02); however, parent behaviors were not found to correlate with behavioral observation of child emotion regulation. Child internalizing and externalizing behavior problems were not found to correlate with any measures of child emotion regulation. Study findings and implications for future research are discussed.
Norman, Meredith A., "Evaluation of Emotion Regulation and Associated Characteristics in Foster Children Using the Dyadic Parent-Child Coding System and Caregiver-Report Measures" (2014). Graduate Theses, Dissertations, and Problem Reports. 247.