Using State Space Grids to Analyze Dynamic Changes in Child and Parent Behavior

Ali Benda Author

08/02/2021 Added

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State Space Grid (SSG) coding is relatively new to the field of Psychology, and through the Learning and Development Research lab, I have had the opportunity to code complete videos second-by second to use SSG for my own research in the school year.

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[00:00:02.040]Hi everyone!
[00:00:02.790]My name is Ali Benda and I'm a senior pursuing a degree in psychology.
[00:00:07.290]I'll be doing my presentation on the use of state space grid coding to analyze
[00:00:11.490]dynamic changes in child and parent behavior.
[00:00:16.470]When interacting with their children,
[00:00:18.090]parent behavior is meant to act as a guide as to how children are supposed to act
[00:00:21.900]in different social situations. Therefore,
[00:00:24.900]parent behavior is very influential in a child's development of social skills.
[00:00:29.970]Parents' responses to their children influence their child's development of
[00:00:33.570]self-regulation skills. More specifically, warm positive responses
[00:00:38.400]encourage self-regulation skills,
[00:00:40.380]while unproductive responses tend to hinder these skills.
[00:00:44.580]Children who experienced these unproductive exchanges tend to have more issues
[00:00:48.600]with externalizing behaviors, relating back to the less developed self-regulation
[00:00:52.740]skills. Additionally,
[00:00:55.200]parental over engagement is also related to lower self-regulation skills in
[00:00:59.280]their children, as well as lower ratings of scaffolding and autonomous support.
[00:01:03.990]On the other hand,
[00:01:05.220]parents who productively engage and follow their child's lead in interactions
[00:01:09.540]promote greater attention span as well as increased behavioral inhibition.
[00:01:16.470]In the learning and development research lab,
[00:01:18.870]we are currently studying parental control and over-engagement among many other
[00:01:23.100]topics. Through the Self-regulation and Motivation In Learning Environments, or
[00:01:27.720]SMILE study, undergraduate research assistants,
[00:01:31.470]including myself are conducting two- hour-long in-person assessments that
[00:01:35.670]comprise of individual tasks and surveys completed by both parent and child,
[00:01:40.500]as well as parent-child interaction tasks.
[00:01:43.380]The specific task that I have been working on not only this summer,
[00:01:46.710]but during my time in the lab as a whole, is the homework help task.
[00:01:52.350]The homework help task examines
[00:01:54.030]how parents interact with their children while completing homework.
[00:01:57.570]The child has 10 minutes to complete six worksheets-two math and four reading.
[00:02:05.550]These are pictures of our current worksheets that our second-grade participants
[00:02:08.970]fill out with the help of their parents. As you can see,
[00:02:11.940]there are five math problems that include addition and subtraction, as well as a
[00:02:16.290]short story, followed by eight reading comprehension questions.
[00:02:22.860]In order to quantify the behaviors we observe in the homework help task,
[00:02:26.610]we code each participant video with second-by-second coding.
[00:02:30.150]This coding scheme allows us to take qualitative data,
[00:02:33.240]which in this case is parent and child behaviors, and view the data in a
[00:02:37.050]quantitative way. We code the parent and child behavior separately.
[00:02:41.190]We look for five different behaviors in parents and four in children.
[00:02:48.030]This is what our coding grid looks like.
[00:02:50.280]Child behaviors are found on the Y-axis while parent behaviors are found on the
[00:02:53.940]X-axis. The behaviors we look for in children are defiant,
[00:02:58.260]withdrawn, off tasks social exchange, and on task,
[00:03:02.500]which are coded 1, 2, 3,
[00:03:04.840]and 4 respectively. For parent behavior
[00:03:07.540]we look for intrusive, disengaged, passively engaged,
[00:03:11.770]following child's lead, and directing redirecting,
[00:03:14.890]which are coded 1, 2, 3, 4, and 5 respectively.
[00:03:22.470]This is an example of what a fully coded video looks like.
[00:03:25.620]The first column states
[00:03:26.610]the time of the video in which there was a change in behavior.
[00:03:30.000]The second column is parental behavior, and the third column is child behavior.
[00:03:34.800]Each video takes anywhere from one to two hours to code
[00:03:37.830]depending on the heterogeneity of the parent-child interaction.
[00:03:43.920]We use these codes to create our State Space Grids,
[00:03:46.980]which allow us to track dynamic changes in behavior
[00:03:49.740]temporally. Participants can only ever be in one state at a time,
[00:03:54.330]which means that the parent and child can only exhibit one combination of
[00:03:58.110]behaviors at a time. For example,
[00:04:00.840]a parent cannot be both passively engaged and following their child's lead while
[00:04:05.520]the child is on task.
[00:04:08.310]All of these possible states combined are referred to as the state space.
[00:04:13.020]Within the state space,
[00:04:14.340]our qualitative behavior that was quantified through behavioral coding can be
[00:04:18.270]tracked over time for patterns and associations between given states.
[00:04:25.080]The following grids are examples of what our second-by-second coding looks like
[00:04:28.800]when run through GridWare,
[00:04:29.610]creating a State Space Grid for us to analyze the parent-child
[00:04:33.450]interaction. In this first grid,
[00:04:35.910]we can see that a majority of the interaction involves the parent following the
[00:04:39.510]child's lead while the child was on task.
[00:04:44.130]In the second grid, we have lines to track the exact changes in behavior.
[00:04:48.210]In this grid
[00:04:48.960]we can see that while the parent had a lot of instances of following their
[00:04:52.230]child's lead while the child was on task,
[00:04:55.050]it seems the parent also spent a lot of time redirecting their child when they
[00:04:58.800]were not focused on the task, with some instances of the parent becoming
[00:05:02.430]disengaged or intrusive. Finally,
[00:05:06.960]we can see in this last grid that the parent frequently changed behavior
[00:05:10.380]throughout the course of the task while the child seems to be mostly on task.
[00:05:17.500]In order to be sure the coding we are completing is the most accurate,
[00:05:20.950]we are required to double code 20% of all homework help videos.
[00:05:25.300]These videos are double coded in order to ensure that each coder agrees on how
[00:05:29.050]to categorize specific, and typically more vague, behaviors.
[00:05:33.550]Once videos are double coded,
[00:05:35.200]we use a coding program called R to calculate reliability between different
[00:05:39.070]coders.
[00:05:40.240]In order to reach reliability codes must match 80% of the time or more for both
[00:05:45.160]parent and child codes.
[00:05:49.810]This picture shows what my R workspace looks like when I'm running reliability
[00:05:53.770]on double-coded videos. Not only does R allow us to run reliability,
[00:05:58.490]it also allows us to create Excel sheets
[00:06:00.770]to compare codes from each separate coder
[00:06:03.140]when we do not reach reliability in order to determine what behaviors we do not
[00:06:07.490]agree on in terms of categorization.
[00:06:12.740]Coming into this summer,
[00:06:13.700]the only experience I had in the LADR lab was homework help coding. Over the
[00:06:18.380]course of UCARE
[00:06:19.280]I was able to take on a more salient role in the lab in order to see how a
[00:06:23.180]longitudinal research study was maintained.
[00:06:26.360]I learned how to use both REDCap and Qualtrics in order to take notes and keep
[00:06:30.260]track of participant information,
[00:06:32.270]as well as keep track of our consent and assent forms.
[00:06:36.530]I also learned how to run child assessments,
[00:06:38.600]which has allowed me to gain a new perspective on our research process and the
[00:06:42.440]wide variety of tasks that we have parents and child complete. Additionally,
[00:06:47.420]I learned how to use the R coding program to run reliability,
[00:06:50.960]not only for coded homework help videos,
[00:06:53.360]but also for the numerous other tasks that have been coded based on behavior.
[00:06:57.650]Finally,
[00:06:58.880]throughout the process of the lab and learning all of these new things to help
[00:07:03.440]keep the lab running efficiently, I continued to code homework help videos.
[00:07:10.250]I plan on using all of the experiences from this summer to complete my Honors
[00:07:14.180]and Distinction Thesis throughout the school year. Under the advice of Dr.
[00:07:18.830]Jenna Finch and Dr.
[00:07:20.300]Chelsea Witt, I will be researching how parent-child interactions influence
[00:07:25.160]child behavior in the classroom. Using the homework help task
[00:07:28.940]in combination with teacher surveys,
[00:07:31.010]I will be examining the difference between parent control and over-engagement
[00:07:34.940]compared to autonomous support, as well as the influence of parent
[00:07:38.780]scaffolding.
[00:07:41.240]Thank you so much for listening!

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Using State Space Grids to Analyze Dynamic Changes in Child and Parent Behavior

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