A Comparison of Mother-Child and Father-Child Interactions during in-Home Play Sessions for Children with Autism

Background: Clinical observations and literature suggest that mothers and fathers interact differently with their children during play. Yet, to date, little data are available evaluating if this is true for children with autism. We have addressed this question in our recently completed analysis of baseline mother-child and father-child play sessions. This is the first report of finalized baseline data analysis from our 4-year NIH-funded study aimed at assisting families in facilitating language development, socialization, and quality family interactions in children with autism.
Objectives: The objective of this initial work was to analyze baseline data and compare social reciprocity behaviors in mother-child and father-child dyads within families. Objectives of our ongoing, nearly completed study of which these baseline data are a part include: (a) to evaluate the effects of training fathers of autistic children with an expanded training module, (b) evaluate the effects of the expanded father training on skill acquisition by mothers, (c) evaluate the effects of the in-home training on parental stress and family cohesion, and (d) develop an Internet-based investigator-father feedback system and evaluate its feasibility during the training protocol and maintenance phases.
Methods: In our clinical work since 1981 and two preliminary studies, we have noted differences in mother-child and father-child interactions. Yet, prior to this current work, observations were not systematically evaluated and quantified. Thus, our first step in analyzing data from our current R01 (2004-2009), was to thoroughly examine baseline data and compare mother-child and father-child social reciprocity behaviors within families during four in-home sessions for 20 mother-child and 20 father-child dyads.  Data collection occurred under controlled conditions prior to implementation of the training intervention using videotaping and observational and coding methods that we developed and tested during previous NIH-funded projects. Frequency counts of 2 mother, 2 father, and 2 child behavioral response classes were analyzed using Noldus’ Observer program during 10 minutes in-home play sessions.
  Results: Mother-child and father-child comparisons of these operationally defined behavioral classes resulted in the following: child initiating (p=0.278) child responding (p=0.306), parent verbal initiating, including questions directed at the child and verbal directives (p=0.175), and parent responding to the child (p=0.334). No statistically significant differences were found between any of the mother-child and father-child behavioral data. Further, both mothers and fathers demonstrated low rates of responding (12 and 13) and high rates of verbal directives of 105 and 94, respectively for a 10 minute session. Child initiating and responding mean rates with fathers and mothers were both less than 18.      
Conclusions: Results indicating similar behavioral frequencies for mothers and fathers are not consistent with earlier reports of parent differences. Further, high rates of parental verbal directives, low parent responding, and low child initiating and responding rates, suggest the need for more balanced parent child interactions. This second finding lends support for our ongoing and proposed follow up work evaluating a parent intervention designed to promote social reciprocity.