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This paper inquired about how some selected professionals from the guild of communicators in Cancún grouped in the Association of Public Relations of Mexican Caribbean (ARPCM for its initials in Spanish) use measurement and evaluation. The research approach is qualitative, since the interest was to deepen in the phenomenon studied. A bibliographic and documentary review was used to form the theorical basis, as well as a semi-structured interview conducted virtually (which was recorded and subsequently transcribed) to a non-probabilistic purposive sample. Twenty-two subjects belonging to the ARPCM were chosen who met the following conditions: to be an active member of the Association in June 2021, that the terms Public Relations, Communication or Institutional Image appeared in the title of their position, and that they had been in the position for more than three years. Out of a population of 70 active members, 22 were selected: 2 belonging to civil associations, 5 to consulting agencies, 2 to hotels, 2 to restaurants, 3 to recreational parks, 2 to real estate agencies. 2 to travel agencies and 4 representing universities, from which 13 were women and 9 were men. Among the issues on which the interview focused were their conception of measurement and evaluation, whether they were doing it, and their satisfaction with the way in which they were currently carrying out this measurement and evaluation process. Also, there were inquiries about the indicators they used and if they were associated with their communication objectives, the main methods and the use given to the results, as well as the evaluation of the internal communication, indicators employed, among others. The results showed that they give the importance that these issues deserved, but are not completely satisfied with the way they put them into practice. On the other hand, they have evaluation indicators associated with their communication objectives, but the prevalence is on the measurement of products and effects, instead of results and impacts of communication; as well as they focus on reporting activities instead of goals, objectives and results that are correlated with those of the organization. At times of the so-called “new normality”, priority has been given to actions, messages, new media, but there is still something to be done for improvement in their evaluation; which is why, in the future, emphasis will have to be placed on this. Particularly, in improving knowledge about planning, goals, objectives, metrics, indicators, and their scope, as well as the possibilities to determine effects on the organization´s audiences. In view of the above, it is concluded that there is still a long way to go for the guild of communicators in Cancún in this regard.

Parenting is a key factor for the development of children with intellectual and developmental disabilities. Therefore, early intervention programs should target parenting behaviors to improve children’s developmental outcomes. The present study analyzed the effect of parental behaviors and other family factors on the cognitive and linguistic development of children with an intellectual disability (ID). Participants (n = 87, aged between 20 and 47 months) were recruited from several Spanish Early Intervention Centers. The children’s development was assessed with the Bayley Scales of Infant Development (BSID-III) on two occasions. Besides questionnaires including family factors, 10-min mother–child and father-child interactions during free play were auto-recorded at home. Intensive statistical modeling on the two measurement occasions was used to select relevant predictors as well as their interactions. Child cognitive development models, including predictors such as mother’s responsiveness and affection and father’s teaching, had a predictive capacity between 22 and 26%. The language development models, including the mother’s responsiveness and father’s teaching scores amongst other predictors, yielded adjusted-R2s between 26 and 28%. This study’s findings evidence that parental behaviors during adult–child interaction affect the development of children with intellectual disabilities. The study also provides data that can be used to guide early intervention.

Early intervention services (EIS) worked hard to continue serving children and their families during the COVID-19 lockdown, using online applications. This study aimed to determine families’ and professionals’ perceptions of the functioning of the early intervention (EI) model in Spain during the pandemic. The study sample comprised two subsamples: 81 families of children attended at an EIS (72 mothers and 9 fathers) and 213 professionals recruited from EIS. The survey was conducted online several weeks after the end of the strict lockdown in Spain. Descriptive statistics of the questionnaire answered by families and professionals were compiled, comparisons were made between the families’ and the professionals’ responses, and the relationships with several sociodemographic variables were analyzed. The results indicated that parents who cared for their children and were fully responsible for housework, parents who had used telematic tools before the lockdown, and younger professionals had a more positive perception of the EI model and the incorporation of family-centered practices (FCP) during the pandemic. The results also showed statistically significant differences in some items between parents and professionals: for example, professionals perceived more advantages than families during the lockdown, quoting the greater participation of families in the intervention and a greater focus on families’ needs. The data obtained from professionals suggested a more positive attitude toward FCP: however, the results show that they continued to adopt a directive role in the intervention, a position that is at odds with the tenets of FCP. There is a clear need for more training if a paradigm shift to FCP is to be achieved. Families’ and caregivers’ perceptions of telerehabilitation, and their adherence to telerehabilitation programs, are discussed. The implications of this study with regard to guiding future telematic interventions and family support are also considered.

Background/Objective: To gain knowledge about mothers' and fathers' interactions with their sons and daughters, we need reliable and valid tools to assess parental behaviors that can be used for different caregivers and in a variety of cultural contexts. The aim of this study was to analyze the psychometric properties of Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) to assess fathers' interaction with their children at early ages. PICCOLO is an observational tool originally developed in the United States for mothers and fathers and previously validated in Spain with a sample of mothers.Methods: One hundred and ninety-one father–child dyads were observed during free-play situations at home when the children were between 10 and 47 months of age (55.0% male). The fathers auto recorded 8–10 minutes of interaction and trained evaluators assessed the recordings with PICCOLO.Results: Confirmatory factor analysis (CFA) confirmed the dimensional structure of the original version of the scale: four first-order factors (Affection, Responsiveness, Encouragement and Teaching) and one second-order factor (Parenting). The tool was found to have high inter-rater reliability at domain and total score level. Ordinal alpha and omega coefficients for each domain ranged between 0.79 and 0.85, and 0.64 and 0.79, respectively. No statistically significant differences were found in any PICCOLO domain or in the total score according to the child's gender. In assessments of the child's development with the Bayley-III scales, moderate positive correlations were found between Encouragement and receptive language (r = 0.32), and between Teaching and expressive (r = 0.34) and composite language (r = 0.31).Conclusion: The Spanish version of PICCOLO can be used to assess fathers' parenting. As PICCOLO is clearly linked to intervention goals, it is of particular interest for practitioners in early intervention and family programs.

The aims of this study were to analyze the interactions of mothers and fathers with their children with intellectual disabilities, focusing on certain parental behaviors previously identified as promoting child development, and to explore the relations between parenting and some sociodemographic variables. A sample of 87 pairs of mothers and fathers of the same children were recruited from Early Intervention Centers. The children (58 male and 29 female) were aged 20–47 months. Most of the families (92%) were from the province of Barcelona (Spain), and the remaining 8% were from the other provinces of Catalonia (Spain). Parenting behaviors, divided into four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the validated Spanish version of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). Parents were administered a sociodemographic questionnaire. The results revealed strong similarities between mothers’ and fathers’ parental behaviors. Mothers and fathers were more likely to engage in affectionate behavior than in teaching behavior. Only maternal teaching presented a significant positive relation to the child’s age. With respect to the child’s gender, no differences were observed in mothers’ parenting. Conversely, fathers scored significantly higher in Responsiveness, Encouragement and Teaching (and had higher total parenting scores) when interacting with boys. The severity of the child’s ID had a statistically significant effect only on fathers’ Teaching, which showed lower mean scores in the severe ID group than in the moderate and mild ID groups. Teaching also presented a significant positive relation to mother’s age, but father’s age was not related to any parenting domain. Mothers with a higher educational level scored significantly higher in Encouragement and Teaching, and the fathers’ educational level was not significantly related to any parenting domain. Mothers’ and fathers’ Teaching, and fathers’ Responsiveness, Encouragement and total parenting scores, presented a significant positive relation to family income. Finally, mothers spent more time in childcare activities than fathers, particularly on workdays. Our main conclusion is that mothers and fathers show very similar strengths and weaknesses when interacting with their children with intellectual disabilities during play.

Background/Objective: The aim of this study was to explore the psychometric properties of the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013a). This observational measure is composed of 29 items that assess the quality of four domains of parenting interactions that promote child development: affection, responsiveness, encouragement, and teaching. Methods: The sample included 203 mother-child dyads who had been video-recorded playing together. Fifty-six percent of the children were male, and 44% were female, aged from 10 to 47 months. Video-recorded observations were rated using PICCOLO items. Results: Confirmatory factor analysis supported that the instrument has four first-order factors corresponding to the hypothesized domains of parenting behaviors, and a second-order factor corresponding to a general factor of positive parenting. Construct validation evidence was compiled by examining the relationship between PICCOLO scores and child age. As expected, teaching domain and total PICCOLO scores were positively correlated with child age. The Spanish PICCOLO also demonstrated good inter-rater reliability (ranging from 0.69 to 0.84) and internal consistency reliability (ranging from 0.59 to 0.88) for the four domain scores and the total parenting score. Concurrent criterion-related validity was examined via correlations between parenting scores and child cognitive, language and motor skills outcomes, measured using the Bayley Scales of Infant Development. Conclusion: The Spanish version of the PICCOLO meets the criteria for a reliable and valid observational measurement of parenting interactions with children. The psychometric properties of the instrument make it appropriate for general research purposes, but also for program evaluation of Early Intervention and other parenting-support interventions. This measure, focused on parent strengths, could be used to facilitate family-centered practices in early intervention and other programs that have parenting as an outcome.

This study focuses on pragmatic characteristics of infant-directed speech and pragmatic fine tuning during the first 18 months of life. The subjects of the study were a mother–child dyad involved in a longitudinal/observational study in a familial context. Audiovisual recordings were transcribed according to the conventions of the Child Language Data Exchange System ( MacWhinney, 2000 , MacWhinney and Snow, 1990 ). The Ninio and Wheeler's (1988) system for coding communicative intentions was adapted. The results of this research show that most of the communicative exchanges identified at 14, 20 and 32 months by Snow, Pan, Imbens-Bailey, and Herman (1996) appear in mother–child interaction from the beginning, while other communicative interchanges appear later. With respect to speech acts, the results highlight, from an early age, the general tendencies discussed by Snow et al. and some novelties. Interestingly, changes in some pragmatic measures were identified around 8 months of age, and the appearance of new communicative interchanges also took place around this age. These changes are interpreted as maternal adjustments to the child's communicative competence.

This work analyzes pragmatic development in the first words stage, specifically the form-function rules that infants construct for communicating. It presents data from two children who took part in a longitudinal/ observational case study research. Our results point to the general tendencies identified with respect to form-function rules (Ninio, 1994b; Ninio & Snow, 1996) and to the existence of inter-individual differences. These differences refer to: a) the mapping of form-function rules and b) pragmatic flexibility. Differences in early lexical acquisition are related to the children’s general communicative profiles, Este trabajo analiza el desarrollo pragmático en la etapa de las primeras palabras, específicamente las reglas forma-función que los niños construyen para comunicarse. Presenta datos de dos niñas que formaron parte de una investigación longitudinal de estudio de casos. Nuestros resultados señalan las tendencias generales identificadas con respecto a las reglas forma-función (Ninio, 1994b; Ninio y Snow, 1996), así como la existencia de diferencias interindividuales. Esas diferencias se refieren a: a) las reglas de correspondencia forma-función y b) la flexibilidad pragmática

Amb el present treball volem compartir amb la comunitat educativa alguns dels resultats de la investigació que hem dut a terme en els darrers anys sobre el desenvolupament inicial de la comunicació i del llenguatge. La nostra recerca s’ha realitzat amb infants petits, durant els primers divuit mesos de vida. Però molts dels plantejaments generals que l’han orientat i dels resultats i conclusions que se’n deriven van més enllà d’aquest període d’edat en sentit estricte, i creiem que poden ajudar a donar pistes –o si més no, a motivar a la reflexió– sobre com enfocar l’acció educativa escolar i familiar amb l’objectiu de potenciar el millor desenvolupament comunicatiu i lingüístic dels infants.

Resumen En este trabajo presentamos los resultados de una investigación en la que han participado 4 maestras: 2 de educación infantil y 2 de educación primaria. Se ha llevado a cabo un asesoramiento utilizando la metodología conversacional a una maestra de cada nivel educativo con el objetivo de promover un cambio conceptual en relación con la representación sobre los procesos de enseñanza y aprendizaje de la lengua oral. Durante un periodo de 4 meses las 2 maestras del grupo experimental participaron en 4 reuniones de asesoramiento con algunos de los investigadores. Además se realizó un grupo de discusión con las 2 maestras del grupo experimental y del grupo control antes del asesoramiento y otro una vez finalizado este. Se elaboró un instrumento ad hoc para analizar las reuniones de asesoramiento y los grupos de discusión. Los resultados indican que las maestras del grupo experimental progresan desde una visión de la lengua oral centrada en aspectos de forma y contenido, y desde la consideración de los factores madurativos como principales responsables del aprendizaje de la lengua oral, hacia una conceptualización que otorga una importancia fundamental a los aspectos de uso del lenguaje, a la interacción social y a las estrategias que utilizan las maestras en clase como factores explicativos de la competencia oral de los alumnos. Abstract We present the results of a research project in which 4 teachers (2 kindergarten and 2 primary school teachers) took part. A counselling process using conversational methodology was carried out with one teacher from each setting to promote a conceptual change in the teachers' representation of oral language teaching and learning processes. During a 4-month period, the 2 teachers in the experimental group participated in 2 counselling meetings with some of the researchers. We also carried out a focus group with all four teachers before and after the meetings. An ad hoc instrument was designed to analyze the meetings and the focus groups. The results show that teachers in the experimental group progressed from a conception focused on formal and content-based aspects of oral language to a conception that stresses language use, social interaction, and the strategies employed by teachers in class as explanatory factors for pupils' oral language competence.

The aim of the study was to examine the relation between demographic variables, parental characteristics, and cognitive, language and motor skills development in children with intellectual disabilities (ID). A sample of 89 children with ID, aged 20 to 47 months, completed the Bayley Scales of Infant Development to measure cognitive, motor and linguistic development. Parents were administered questionnaires about demographic information and parental anxiety, depression, parental stress, conjugality and familial functioning. Parenting behaviors (affection, responsiveness, encouragement, and teaching) were observed using the Spanish version of PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). A bivariate analysis showed that cognitive development in infants was significantly related to the mother’s and father’s responsiveness, and to the father’s teaching scores. Infant language development was related to a variety of maternal factors (educational level, anxiety, depression, maternal responsiveness) and to the father’s teaching scores. None of the factors were statistically related to child motor development. A multivariate regression analysis indicated that children’s cognitive development can be predicted by a linear combination of maternal responsiveness and paternal teaching scores. Language development can be predicted by a linear combination of maternal anxiety and responsiveness, and paternal teaching scores. The present study provides evidence of the importance of paternal involvement for cognitive and language development in children with intellectual disabilities, and contributes to the increasing literature about fathering. Gaining knowledge about parental contributions to children’s development is relevant for improving positive parenting in early intervention programs.