The protocols for the interaction tasks and SDM rating system were informed by a variety of previously developed family observation systems (Antony, Nelson, McMahon, & Conduct Problems Prevention Research Group, 1996; Crnic & Greenberg, 1990; Dishion et al., 1987; Eyberg & Robinson, 1983; Hops et al., 1990; McMahon & Estes, 1993; Melby et al., 1998; Rusby, Estes, & Dishion, 1991; Russell, Mize, & Saebel, 2001). Parents and teens were asked to spend 10 minutes in a warm-up activity discussing family expectations. In the problem-solving task, the teen was given a stack of 36 cards with common family problems and asked to select 2 that had come up recently. The dyad was asked to spend 10 minutes discussing the problem and possible solutions. In the recognition task, the parent and teen were asked to think of something they like about the other, or something the other does well, and discuss those things for 5 minutes. A set of cards with 18 suggestions was provided to stimulate recognition for families needing assistance. The digitally recorded video of the interaction was transferred to disk, and coded by trained raters.
