An Examination of Self-Reported Parenting Practices Among First Generation Spanish-Speaking Latino Families: A Spanish Version of the Alabama Parenting Questionnaire

Abstract

The present study examined the applicability of the Alabama Parenting Questionnaire to a Spanishspeaking Latino population. Results of the reliability and concurrent validity testing suggest that the Alabama Parenting Questionnaire may be a valuable tool for use with Spanish-speaking Latino families. The Alabama Parenting Questionnaire in Spanish assessed parenting practices among 50 first-generation Spanish-speaking Latino families of primarily Mexican origin with a child between 4 and 9 years of age (n = 96 parents, n = 50 children). Mothers and fathers completed questionnaires in Spanish to assess parent and child behaviors. Results show that over 80% of parents included in the sample endorsed high levels of monitoring; they also reported using physical affection as a way to praise their child and frequent engagement in conversation with their children about school activities. Few parents used time-out or ignoring as methods of discipline, and very few reported using corporal punishment. Parental involvement, positive parenting, and monitoring significantly predicted externalizing and total behavioral problems among Latino children.