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The item set emphasizes sensitivity, flexibility, culturally responsive equity, and inclusion of diverse languages. The document presents multiple parent-reported questionnaire items, each with response scales and corresponding instrument sources, plus summarized psychometrics such as reliability coefficients, test-retest stability, and factor-model fit where available.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/family-provider-relationship-quality-fprq-practices-relationship-skills-item-summary/464040/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/family-provider-relationship-quality-fprq-practices-relationship-skills-item-summary/464040.png","ImageObject",300,407,{"name":92,"@type":93},"Guten Appetit_Joghurt","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core abilities define relationship skills in FPRQ practices?","Question",{"text":112,"@type":113},"Relationship skills include responsive two-way communication, sensitivity to family needs and goals, opportunities for dialogue about children and family, culturally responsive equity, and inclusion of diverse languages while respecting provider boundaries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of response scales are used for the parent items?",{"text":117,"@type":113},"The items use multiple formats, including “Never/Sometimes/Rarely/Often/Always/Don’t know/Does not apply,” five-point and five-category scales, and other ordered options such as “Very easy” to “Very hard” or “Not true at all” to “Very true.”",{"name":119,"@type":110,"acceptedAnswer":120},"How is psychometric quality summarized in the document?",{"text":121,"@type":113},"For each instrument or item set, the document reports reliability and stability indicators such as Cronbach’s alpha, test-retest correlations, split-half reliability, and notes on model fit or predictive validity when specified.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},464040,1791101927,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374408768420,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Family-Provider Relationship Quality (FPRQ) Practices: Relationship Skills  \nDefinition: Relationship skills is defined by:  \no Positive, two-way communication that is responsive to families' preferences and provider's personal boundaries.  \no Opportunities for communication with parents about children, family, and self.  \no Sensitivity, flexibility, and responsiveness to support families’ identified needs and goals.  \no Equitable, culturally-responsive relationship between provider/program and family.  \no Inclusion of diverse languages.  \n\n| Respondent | Original Item | Response Scale | Source | Psychometrics | Notes |\n| --- | --- | --- | --- | --- | --- |\n| Parent | My caregiver and I share information.\u003Cbr>We've talked about how to deal with problems that might arise. I feel comfortable telling my caregiver what's going on at home. | Never, Sometimes, Rarely, Often, Always, Don't know, Does not apply to me | Emlen Scales | 55 items in 7 factors; face validity; \"validation by replication;\" prediction of quality;\u003Cbr>Cronbach's alpha for internal consistency: talk and share information (3 items): .72. | Care Setting: Center (not-specified)\u003Cbr>Age Range: 0-12\u003Cbr>Type of Instrument: Self-Administered Questionnaire |\n| Parent | [The staff member] listens to us.\u003Cbr>[The staff member] plans meetings at times that are good for our family.\u003Cbr>[The staff member] talks in everyday language that we can understand. | 5-point scale: 1=Never performs this behavior and 5=Always performs the behavior. It also notes to circle\"0\" if you have not had a chance to observe how the staff member acts | Family-Centered Behavior Scale | Cronbach's alpha coefficient: .97 (N=133), test-retest correlation was .96, and after items removed, 26-item scale had a .98 alpha | Care Setting: Unspecified\u003Cbr>Age Range: Unspecified (mean age: 10.7) Type of Instrument: Self-Administered Questionnaire\u003Cbr>Special Population: Special needs children |\n| Parent | I am able to work with agencies and professionals to decide what services my child needs.\u003Cbr>I make sure I stay in regular contact with professionals who are providing services to my child. | Not true at all, Occasionally true, Somewhat true, True, Very True | Family Empowerment Scale | 34-item self-report w/5-pt likert scale; alphas ( .87 .88); Pearson's r( .77-.85) for stability; 2 analyses of validity (unspecified)\u003Cbr>Piloted w/ 94 parents for pre/post evaluation of a family empowerment intervention | Care Setting: Other\u003Cbr>Age Range: Unspecified\u003Cbr>Type of Instrument: Self-Administered Questionnaire\u003Cbr>Special Population: Children with emotional disabilities |\n| Parent | [Provider] provides information about child's needs.[Provider] listened and respected your choices.\u003Cbr>[Provider] scheduled convenient meetings.\u003Cbr>[Provider] talked with you about your priorities.\u003Cbr>[Provider] felt like team member.\u003Cbr>[Provider] developed good relationship. | 5-point scale: 1=Not at all, 2=A little, 3=Somewhat, 4=Almost, 5=Completely | Family Outcomes Survey Revised | Cronbach's alpha for full family outcomes scale: .90, but had poor psychometric properties (Χ2=1,487) Second-order factor showed that five subscale model fit better (X2=752 .51)\u003Cbr>Alphas for the five outcomes subscales (all of which dealt with parent-staff relationships) were .73, .78,.87, .78, .91 | Care Setting: Early intervention program\u003Cbr>Age Range: Unspecified (mean age: 25.3 months)\u003Cbr>Type of Instrument: Self-Administered Questionnaire\u003Cbr>Special Population: Parents of children with disabilities |\n| Parent | How helpful has each of the following been to you in terms of raising your child(ren):\u003Cbr>-school/day care center?\u003Cbr>-early childhood intervention program? | 5-point scale: 1=Not at all helpful, 2=Sometimes helpful, 3=Generally helpful, 4=Very helpful, 5=Extremely helpful | Family Support Scale | Coefficient alpha computed from average correlation among 18 scale items was .79. The split-half reliability was .77 corrected for length using Spearma","cbCaisBDAlmxJqoD","https://ap.wps.com/l/cbCaisBDAlmxJqoD","pdf",1051487,28,"English","# Relationship skills definition\n## Core practices and responsiveness\n# Parent-reported questionnaire items\n## Communication, listening, and planning\n## Provider collaboration and information sharing\n## Meetings, priorities, and team membership\n## Helpfulness of support programs\n## Contact with teachers and conference participation","[{\"question\":\"What core abilities define relationship skills in FPRQ practices?\",\"answer\":\"Relationship skills include responsive two-way communication, sensitivity to family needs and goals, opportunities for dialogue about children and family, culturally responsive equity, and inclusion of diverse languages while respecting provider boundaries.\"},{\"question\":\"What types of response scales are used for the parent items?\",\"answer\":\"The items use multiple formats, including “Never/Sometimes/Rarely/Often/Always/Don’t know/Does not apply,” five-point and five-category scales, and other ordered options such as “Very easy” to “Very hard” or “Not true at all” to “Very true.”\"},{\"question\":\"How is psychometric quality summarized in the document?\",\"answer\":\"For each instrument or item set, the document reports reliability and stability indicators such as Cronbach’s alpha, test-retest correlations, split-half reliability, and notes on model fit or predictive validity when specified.\"}]","Family-Provider Relationship Quality (FPRQ) Practices - Relationship Skills - Item Summary | PDF",1790767574,71]