TY - JOUR
T1 - Interaction Rating Scale (IRS) as an evidence-based practical index of children's social skills and parenting
AU - Anme, Tokie
AU - Shinohara, Ryoji
AU - Sugisawa, Yuka
AU - Tong, Lian
AU - Tanaka, Emiko
AU - Watanabe, Taeko
AU - Onda, Yoko
AU - Kawashima, Yuri
AU - Hirano, Maki
AU - Tomisaki, Etsuko
AU - Mochizuki, Yukiko
AU - Morita, Kentaro
AU - Gan-Yadam, Amarsanaa
AU - Yato, Yuko
AU - Yamakawa, Noriko
PY - 2010
Y1 - 2010
N2 - Background: The purpose of this paper is to describe the features of the Interaction Rating Scale (IRS) as an evidence-based practical index of children's social skills and parenting. Methods: The participants in our study, which was conducted as part of a Japan Science and Technology Agency (JST) project, were 370 dyads of children (aged 18, 30, and 42 month) and 81 dyads of 7-year-old children with their caregivers. The participants completed the five minute interaction session and were observed using the IRS. Results: The results indicated that the IRS can measure children's social skill development and parenting with high validity. Along with the discriminate validity for pervasive development disorder (PDD), attention-deficit/hyperactivity disorder (ADHD), abuse and maltreatment, a high correlation with the SDQ (Strength and Difficulties Questionnaire), and high reliability, the IRS is effective in describing features of social skill development. Conclusions: The IRS provides further evidence of the fact that in order to study children's social skill development, it is important to evaluate various features of the caregiver-child interaction as a predictor of social skills.
AB - Background: The purpose of this paper is to describe the features of the Interaction Rating Scale (IRS) as an evidence-based practical index of children's social skills and parenting. Methods: The participants in our study, which was conducted as part of a Japan Science and Technology Agency (JST) project, were 370 dyads of children (aged 18, 30, and 42 month) and 81 dyads of 7-year-old children with their caregivers. The participants completed the five minute interaction session and were observed using the IRS. Results: The results indicated that the IRS can measure children's social skill development and parenting with high validity. Along with the discriminate validity for pervasive development disorder (PDD), attention-deficit/hyperactivity disorder (ADHD), abuse and maltreatment, a high correlation with the SDQ (Strength and Difficulties Questionnaire), and high reliability, the IRS is effective in describing features of social skill development. Conclusions: The IRS provides further evidence of the fact that in order to study children's social skill development, it is important to evaluate various features of the caregiver-child interaction as a predictor of social skills.
KW - Cohort study
KW - Interaction
KW - Parenting
KW - Scale
KW - Social development
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U2 - 10.2188/jea.JE20090171
DO - 10.2188/jea.JE20090171
M3 - Article
C2 - 20179371
AN - SCOPUS:77951913764
SN - 0917-5040
VL - 20
SP - S419-S426
JO - Journal of Epidemiology
JF - Journal of Epidemiology
IS - SUPPL.2
ER -