Family Observation Schedule

Behavioural Observation Coding System

FOS-V

Mark R Dadds & Matthew R Sanders

Address for correspondence:

Mark R Dadds
School of Applied Psychology
Griffith University
Nathan Queensland 4111
Australia
Tel: (+61 7) 875 6525
Fax: (+61 7) 875 6637
email: [email protected]

Family Observation Schedule

Introduction
This manual describes a coding system, the Family Observation
System (FO5) that is used for quantifying parent-child interaction, parenting
skills and deficits, and child behavior problems in children from 1 to
approximately 8 years of age. The system is derived from the original work
of Gerald Patterson, John Reid and collegues at the Oregon Social Learning
Center in the 1970s. Their original observation system was modified for use
with young oppositional children at the Behavior Research and Therapy
Center under the direction of Matthew Sanders and Mark Dadds.
Over the years, the system has been modified to 1) reduce the
number of codes to bare essentials, and 2) introduce categories that reflect
the behavior problems of anxious, depressed and withdrawn children (e.g.
withdraw, complain, affect codes) as well as the traditional focus on
oppositional behaviors.
The schedule involves a number of steps:
1) Scheduling Family Interaction Tasks
The parents and children who are to be observed need to be guided through
appropriate activities that will elicit the types of behavior the researcher or
clinician is interested in.
In the home, a number of activities are naturally associated with escalations
in parent-child viz. getting ready to go out, mealtimes, bedtime. Usually,
families are left to interact as freely as possible within the following
constraints:
- turn off the television;
- avoid visitors, telephone calls;
- try to stay in the main area (lounge\dining room).
Activities that have been used most often in clinical settings include:
Free play I - make available age-appropriate toys and ask the parent to play
freely with the child (5 minutes).
Say: "Now I would like you to just play freely with your child. These
toys are for her use. Please try to keep your child in this area,
otherwise, just relax and be as natural as you can. In about 5 minutes,
another friend will be coming in to join the play".
Free play II - after 5 minutes of free play, a stranger should enter the play
area and attempt to join in with the child's play. We routinely employ a
young female adult for this. The "stranger" should enter the play area,
introduce herself to the mother, then directly to the child.

Family Observation Schedule

Say: "Hi, my name is ------. What is your name?..... I am here to play

with you for a few minutes. Can you please show me what game we
are playing?"
The "stranger" should try to engage the child in a supportive, non-intrusive
way for up to 5 minutes, using a running commentary (relection,
paraphrasing) of the child's activities and speech.
Structured task - ask the parent to supervise the child while he or she
attempts to complete an age-appropriate task that is fun and not too
demanding e.g. a jigsaw puzzle (5 minutes).
Say: "Here is a jigsaw puzzle (choose age appropriate toy). Can you
please help your child to try to complete it as best she can. I will stop
you in about 5 minutes".
Separating and reuniting - ask the parent to explain to the child that she has
to step outside briefly and will return in 1 minute. The parent should then
attempt to leave the room. If the child becomes upset beyond what the
parent is comfortable with, the separation should cease. Otherwise, the
parent should return to the child after 1 minute.
Say: "That was great; you did a really good job with that jigsaw puzzle.
Mrs (or Mr) ----------, I need you to step outside with me for 1 minute. Can you
please explain that you will be outside with me for just 1 minute and then
you will return.
If separation is successful, congratulate the parent on how well she did and
return after 1 minute.
Clean up - ask the parent to supervise the child while he or she cleans up the
toys in the room ( 5 minutes).
Mealtime - observations can be scheduled at regular mealtimes and either
food provided or the parent asked to bring a meal and supervise the child's
usual eating routine (15 minutes).
2) Recording the raw data
Interactions can be videotaped or recorded live depending on the category
system to be used. Time sample intervals can be recorded live or from
videotape, but event records that record the occurrence of every behavior in
sequence can only be recorded from videotapes.
Approximately one third of all observations should be scored by two
observers who cannot see each other's scoring. Inter-rater reliabilities

Family Observation Schedule

should be calculated using agreements on occurrences and non-occurrences,

adjusted for chance levels (kappa).
3) Categorizing the data
The following describes a time sampling procedure. Event records are too
complex for this manual and those intending to use these should consult
other sources.
For live recording, the observer(s) are provided with a tape recorder that
cues them, via an ear plug, when to observe and when to record. The cycle
repeats for the entire observation: 20 seconds of observing followed by 10
seconds for recording. During the 10 seconds, the observer writes down
each behavior, and its corresponding affect code, that occurred during the
previous 20 seconds of observation. Only the first instance of each behavior
is recorded. Subsequent occurrences within the same interval are ignored
unless they occur with different affect.
Example
In a 20- second observe interval, the following parent-child interaction
occurs.
Child - plays with blocks [neutral affect].
Mother - "Don't bang those together" [neutral affect].
Child - looks at mother, laughs and bangs blocks more
loudly [happy affect].
Mother - "Johnny!" [angrily].
Child - keeps playing [happily].
The child - is scored for one behavior only: Noncompliance (NC) and
the affect is rated H (happy). The play isn't scored because
appropriate child behavior is scored only if it lasts for the whole
interval (that is, no misbehavior occurs).
The parent - is scored for 2 behaviors: Instruction (I) with
affect
rated N (neutral) and Instruction (I) with affect rated A (angry).

Family Observation Schedule

Child Behavior

SUMMARY OF BEHAVIOR CODES

1) Non-Compliance (N.C.) - refusal to obey specific parental instructions for a

lapse of 5 seconds after instructions.
2) Complaint (C.P.) - any instance of whining, crying, screaming, shouting,
grizzling, intelligible vocal protests or displays of temper (e.g. temper
tantrum).
3) Demand (D) - any command by the child that is judged to be aversive or
unpleasant because of the content of the instruction, the voice quality of the
speaker.
4) Physical Negative (P.N.) - any actual or threatened physical attack on
another person or object.
5) Oppositional
(O) - inappropriate child behaviors that cannot be
categorized readily into any other deviant behavior category.
6) Withdraw (W) - any behavior that is not directed toward another person
or task; the child has withdrawn into him or herself and is not engaged in
any task or social interaction; any repetitive, non-goal directed behavior.
7) Appropriate (A) - Interval in which none of the other (negative) categories
are scored.
Parent Behavior
1) Praise (P) - descriptive praise comment directed to the child.
2) Contact (C) - parent caresses or touches the child in a friendly,
affectionate or non-aversive manner.
3) Aversive Contact (C-) - parent makes physical contact with the child in a
way that could cause pain or discomfort to the child.
4) Question (Q) - parent makes a specific request for information from the
child.
5) Instructions (I) - all types of instructions that are delivered to the child.
6) Social Attention (S) - any verbal or non-verbal attention to the child that
cannot be scored under other categories.
7) Criticize (CR) - any behavior or statement that judges either self or the
child or others in a negative way.

Family Observation Schedule

8) (Threat of) Punishment (TP) - loss (or threat of) some object or activity, or
the institution of some aversive (negative) condition due to child either
engaging or not engaging in a given behavior.
CATEGORIES OF CHILD BEHAVIOR
1) Non-Compliance (NC)
Definition: This category is scored for non-compliance with or refusal to
obey specific parental instructions for a lapse of 5 seconds after
instructions. It is scored for each interval of non-compliance with an
instruction for 3 consecutive intervals given by an adult and is scored
for each subsequent interval until either a new instruction is given or
the setting changes. Some instructions may be interpreted by the
observer as restating or temporarily imposing rules. Often these are
instructions not to do things.
In this case any instance of
non-compliance is scored N.C. ("don't pound the clay on the table"). A
setting change is any event that effectively nullifies the instruction. If
the parent picked up the game - as soon as it is cleared away it
becomes impossible for the child to comply or non-comply, and
scoring with respect to that instruction is terminated.
Examples: - subject continues to light matches after he has
been told not to (temporary rule broken).
- subject ignores her mother's command to stop
playing and come to dinner.
- subject keeps pounding the clay on the table
after being told by his mother to stop.
2) Complaint (CP)
Definition: This category is scored for any instance of whining, crying,
screaming, shouting, grizzling, intelligible vocal protests or displays of
temper (e.g. temper tantrum). It excludes demands (D) that involve the
child giving a direct instruction to another person (see below for definition).
These behaviors may also be scored as non-compliance if they
instruction.
Examples: - father tells subject to stay away from the
door. Subject says in a whining voice,
"I want to go outside".
- subject falls to the floor kicking and
screaming.
- mother says, "Put your toys away its time for

violate an

Family Observation Schedule

bed", child says "no" and starts screaming.

Family Observation Schedule

3) Demand (D)
Definition: This category is coded for any instance of an instruction or
command directed to another person by the child that is judged to be
aversive or unpleasant because of the content of the instruction, the voice
quality of the speaker, and/or the assertive behavior of the speaker. The
instruction must refer to a specific act of compliance ("Get me a drink,
mommy!").
Examples: - subject to mother, "Fix my dinner now".
- subject shouts at this brother, "Get out
of my way".
- subject to his sister, "Get out of there".
4) Physical Negative (PN)
Definition: This category is scored for any actual or threatened physical
attack on another person, that involves or potentially involves inflicting
physical pain e.g. punching, pushing, kicking, biting, scratching, pinching,
striking with object, throwing object at another person, pulling hair, poking
with object. It is also scored for any instance of destroying, damaging, or
attempting to damage any object (e.g. toys, furniture, clothing) during an
interval.
Examples - subject enters and flicks his sister with a
rubber band.
- subject picks up a fork and scratches the
table with it.
- subject throws a tennis ball and hits his
sister on the back.
- subject grabs his brother by the shirt and says:
"If you do that again I'll beat you up".
5) Oppositional (O)
Definition: This category refers to a general class of inappropriate child
behaviors that cannot be categorized readily into any other deviant behavior
category. This category is scored for any instance of violating specific family
rules that may be imposed (e.g. No riding bikes inside."). It is also scored for
instances of teasing, humiliating or embarrassing someone else; and
deliberate ignoring of someone else, that does not constitute
non-compliance (e.g. Mother calls "Jim", and Jim takes no notice). (No direct
instruction was involved). This category requires the observer to know any
specific rules in a family, and to judge whether the observed activity is mock
or playful. If this is so it is not scored as oppositional.

Family Observation Schedule

Examples: - subject enters and pulls a face at a visitor.

- mother asks child if she had a nice time at
school, and the child frowns and yawns, as
though she is deliberately ignoring the mother.
- child says over and over "Barry's a chicken."
6) Withdraw (W)
Definition: This category is scored for any behavior that is
not
directed toward another person or task; the child has withdrawn into
him or herself and is not engaged in any task or social interaction. It
must last 5 seconds or longer. It is also scored for any repetitive,
non-goal directed behavior such as biting fingernails, twirling objects
and rocking his or her body.
Examples: - child sits and stares for 5 seconds or longer.
- child stands in corner of room, not speaking.
- child sits rocking and twirling a toy without
really playing with it.

____________________________________________________________________
7) Appropriate (A)
Definition: Interval in which none of the other (negative) categories are
scored.
____________________________________________________________________

Family Observation Schedule

10

CATEGORIES OF PARENT BEHAVIOR

1) Praise (P)
Definition: This category is used for a descriptive praise comment directed
to the child: praise comment must be descriptive of a specific behavior or of
a child characteristic. (not global)
Examples: - Mother says to target child, "I like the way
you packed up the toys."
- "What lovely hair you have."
NOT

- "You are a good girl."

2) Contact (C)
Definition: This category is scored when the parent caresses
or
touches the child in a friendly, affectionate or non-aversive manner.
Examples: - Hugging, stroking or kissing the target child.
- Holding hands, ruffling hair, patting, arm
around shoulders.
- Guiding the child's hands during a task,
dressing the child.
3) Aversive Contact (C-)
Definition: This category is coded whenever the parent makes physical
contact with the child in a way that could cause pain or discomfort to
the child.
Examples: - Parent hits, slaps or pushes the child.
- Parent forcibly moves the child in a manner
that could cause pain or discomfort.
- Parent squeezes the child's arm, twists his/her
ear, etc.
- Parent accidentally bumps the child.
4) Question (Q)

Family Observation Schedule

11

Definition: This code is used whenever the parent makes a specific

request for information from the child.
Examples: - Parent says to child, "Do you want to play
outside?"
- Parent says to child, "What time is it John?"
- Parent says to child, "Would you like a
sandwich?"
5) Instructions (I)
Definition: This category is coded for all types of instructions that are
delivered to the child.
Examples: - Parent says to child, "Go outside and play".
- "Will you please pick up you toys?"
- Parent says to child "Stop that immediately".
- "Come on, it's time for your bath now".
6) Social Attention (S)
Definition: This code is used for any verbal or non-verbal attention to the
child that cannot be scored under other categories. Social attention includes
both parent initiated attention and responses to the child.
Examples: - "This is a great game Joseph."
- Parent nods, smiles or winks at the child.
- parent answers the child's question.
7) Criticize (CR)
Definition: Make a statement that judges either self or the
child
or
others in a negative way. the criticism can apply to characteristics of
the person or their behavior. It can often be non-verbal in that the
parent might shake her head and look up, indicating that she thinks
the child is stupid. Scored Cr-Other or Cr-Self.
Examples: - "You are being really silly." (Cr-Other)
- "You can't do that properly, I will
do it." (Cr-Other)
- "I don't know how to do it." (Cr-Self)

Family Observation Schedule

12

8) (Threat of) Punishment (TP)

Definition: Any direct threat or action by parent which carries either loss of
some favorable object or activity, or the institution of some aversive
(negative) condition set up as a consequence of child's either engaging or
not engaging in a given behavior.
Examples: - Parent yells at child, "Stop that now, or you
will go to your room."
- "Clean up the toys, or no dessert for you
tonight."
- "Stop you fighting, or there will be no more
playing today."
- "Stop that, or you'll get a smack."
AFFECT CODES
An affect code must be put down for each behavior that occurs. Code affect
on the basis of facial expression, tone of voice and body language. If
someone reports an affect (e.g. "I am angry"), that affect is automatically
coded. Laughter and giggling is automatically scored as Anxious unless it is
an appropriate response to a funny situation.
Affect codes can also be scored alone without a behavior category.
Examples: - child says "I am really angry."
- parent makes an angry face.
- parent sighs, looking depressed.
- child smiles
___________________________________________________________________
HAPPY - H
ANXIOUS - Ax
SAD

-S

ANGRY - A
NEUTRAL - N

Family Observation Schedule

__________________________________________________________________

Appendix: Examples of Research using the FO5

Dadds, M.R., Sanders, M.R., Morrison, M. & Rebgetz, R. (1992). Child
depression and conduct disorder: An analysis of family
interaction in the home. Journal of Abnormal Psychology, 101,
505-513.
Dadds, M.R. & Sanders, M.R. (1992). Family interaction and child
psychopathology: A comparison of two methods of assessing family
interaction. Journal of Child and Family Studies, 1, 371-391.
Dadds, M.R. & McHugh, T. (1992). Social support and treatment
outcome in behavioral family therapy for child conduct problems.
Journal of Consulting and Clinical Psychology, 60, 252-259.
Sanders, M.R., Dadds, M.R., Johnston, R. & Cash, R. (1992). Child
depression and conduct disorder: Cognitive constructions
and family problem solving interactions. Journal of Abnormal
Psychology, 101, 496-504.
Dadds, M.R., Schwartz, S., Adams, T. & Rose, R. (1989). The effects of
context and verbal skill level on the behavior of autistic children.
Journal of Child Psychology and Psychiatry, 29, 669-676.
Sanders, M.R. & Dadds, M.R. (1989). A contextual analysis of
child oppositional and maternal aversive behaviors in
conduct disordered and non-problem families. Journal of Clinical
Child Psychology, 18, 72-83.
Sanders, M.R., & Plant, K. (1989). Programming for generalization to
high and low risk parenting situations in families with oppositional
developmentally disabled preschoolers. Behavior Modification, 13,
283-305.
Dadds, M.R., Sanders, M.R., & James, J. (1987). The generalization of
treatment effects in parent training with multidistressed parents.
Behavioural Psychotherapy, 15, 314-318.
Dadds, M.R., Sanders, M.R., Behrens, B. & James, J. (1987). Marital
discord and child behavior problems: A description of
family interactions during treatment. Journal of Clinical Child
Psychology, 16, 192-203.

13

Family Observation Schedule

Dadds, M.R., Schwartz, S. & Sanders, M.R. (1987). Marital discord and
treatment outcome in the treatment od childhood conduct disorders.
Journal of Consulting and Clinical Psychology, 55, 396-403.
Sanders, M.R., & Christensen, A.P. (1985). A comparison of the
effects of child management and planned activities training in
five parenting environments.
Journal of Abnormal Child
Psychology, 13, 101-117.
Sanders, M.R., & Hunter, A.C. (1984). An ecological analysis of
children's behavior in supermarkets. Australian Journal of
Psychology, 36, 415-427.
Sanders, M.R., Bor, W., & Dadds, M.R. (1984). Modifying bedtime
disruptions in children using stimulus control and contingency
management procedures. Behavioral Psychotherapy, 12, 130-141.
Sanders, M.R. (1982). The effects of instructions, cueing and
feedback procedures in systematic parent training.
Australian Journal of Psychology, 34, 53-69.
Sanders, M.R., & Dadds, M.R. (1982). The effects of planned activities
and child management training:
An analysis of setting
generality. Behavior Therapy, 13, 452-461.
Sanders, M.R., & Glynn, T. (1981). Training parents in behavioral self
management: An Analysis of genaralization and maintenance. Journal
of Applied Behavior Analysis, 14, 223-237.

14