Efficacy Of Parent-Child Interaction Therapy Research Articles

The Efficacy of Parent-Child Interaction Therapy (PCIT) for Youth with Attention-Deficit/Hyperactivity Disorder (ADHD): A Meta-Analysis.

Attention-deficit/hyperactivity disorder (ADHD) is highly prevalent in early childhood and has long-term negative effects when left untreated. Parent-Child Interaction Therapy (PCIT) is an early intervention for children aged 2- to-7-years that has extensive evidence for treating child externalizing problems by teaching parents effective strategies to manage child behavior. However, the effect of PCIT for families with children diagnosed with ADHD is not completely understood. This meta-analysis aims to synthesize research on the use of PCIT for children with ADHD. Nine out of 711 identified studies were analyzed. Summary effect sizes were calculated using the standardized mean gain for child ADHD symptoms, child behaviors, parent stress, and parenting behaviors, and the Fail-Safe N was calculated to determine the robustness of the results. Overall, PCIT had a significant beneficial effect on child ADHD symptoms (g = 0.90), child behavior (g = 0.44), parent stress (g = 0.82), and parenting behaviors (g = 2.15). Results of this meta-analysis suggest that PCIT is an effective treatment for reducing core symptoms of ADHD.

Efficacy of parent-child interaction therapy for children born premature.

Premature children are known to be at a high risk of developing behavioral problems. This study examined the effectiveness of parent-child interaction therapy (PCIT) in reducing behavioral problems in young children born premature. The study included 18 child-parent pairs with children born at less than 35 weeks of gestation (range: 23-34 weeks, median: 31.0 weeks) and aged 27-52 months (median: 38.0 months). They were assigned to either the PCIT group (n = 7) or the non-PCIT group (n = 11) based on maternal desire for treatment. The study was designed to examine the effects of PCIT. Specifically, the Eyberg Child Behavior Inventory (ECBI) intensity score, ECBI problem score, and Parenting Stress Index Short Form (PSI-SF) scores were compared before treatment and after 6 months. In the PCIT group, the mean ECBI intensity score was 135.7 (SD = 13.5; T-score = 64) at baseline and 90.1 (SD = 15.5; T-score = 46) at post-assessment, the mean ECBI problem score was 9.8 (SD = 1.9; T-score = 54) at baseline and 4.4 (SD = 3.1; T-score = 44) at post-assessment, the mean PSI-SF total score was 60.1 (SD = 4.8; 95%tile) at baseline and 49.6 (SD = 5.6; 85%tile) at post-assessment, showing a significant improvement (ECBI intensity scores: p < 0.001, d = 2.03; ECBI problem scores: p < 0.001, d = 1.94; PSI-SF total scores: p = 0.004, d = 0.86). On the other hand, none of the scores showed significant change in the non-PCIT group. The PCIT can be considered as a potential treatment option for behavioral problems in young children born premature.

A Qualitative Analysis of Attrition in Parent-Child Interaction Therapy.

Parent-child interaction therapy (PCIT) is one of the strongest evidence-based treatments for young children with behavior problems. Despite the efficacy of PCIT, many families fail to complete treatment, with attrition rates ranging from 30 to 69 percent. Preliminary research on attrition in PCIT treatment studies has linked maternal distress, negative verbal behavior (critical and sarcastic comments towards the child), lower socioeconomic status (SES), and fewer child major depressive disorder (MDD) diagnoses with premature termination from PCIT. However, more research is still needed to identify the range of reasons for treatment discontinuation. The purpose of the present study was to explore the range of reasons for premature termination from PCIT by conducting in-depth interviews with parents who discontinued PCIT using a qualitative design methodology. Results yielded eight themes, which were organized into three constructs: child-directed interaction (CDI) successes, difficulties with treatment, and the need for more clarity and orientation. Several existing treatment strategies that emerged from the data could be applied to PCIT to further enhance it and potentially reduce dropout (e.g., reconceptualizing dropout from PCIT, micro-orienting strategies used in other cognitive and behavioral therapies and dialectical behavior therapy). Understanding the reasons why parents drop out of PCIT and exploring different adaptations that can be made can further enhance this evidence-based treatment and increase its accessibility.

A community evaluation of Parent-Child Interaction Therapy for children with prenatal substance exposure

Children with prenatal substance exposure (PSE) often have behavior problems, but few studies have demonstrated that behavior therapy can be effective for these children. The current study evaluated the efficacy of Parent-Child Interaction Therapy (PCIT) for improving behavior problems in a sample of 116 children with PSE using archival data from a Midwestern PCIT clinic. Analyses included mean comparisons of pre- and post-treatment measures of child and parent behavior, prediction of drop-out from treatment, and evaluation of the potential complicating effects of PSE on treatment response. Results indicate that treatment effects of PCIT for children with PSE appear similar to the outcomes observed elsewhere in the PCIT literature. There was no indication that maternal polysubstance use alters child response to treatment. Attrition was high, but similar to other community trials of PCIT. The current study lends support to the use of PCIT for children with PSE who have behavior problems.

전반적 발달지연 자녀를 둔 모와 아동 간의 부모-아동 상호작용 치료(PCIT) 적용 연구

전반적 발달지연 자녀를 둔 모와 아동 간의 부모-아동 상호작용 치료(PCIT) 적용 연구

Efficacy of Parent-Child Interaction Therapy with Parents with Intellectual Disability

ABSTRACTParents with intellectual disability (ID) face many parenting challenges that may affect their ability to parent effectively, and such deficits are often associated with various poor child outcomes. Research findings are inconsistent for interventions targeting systematic skills for parents with ID. Parent-Child Interaction Therapy (PCIT) is an empirically supported treatment that incorporates performance-based training to enhance parenting ability. This study evaluated implementation of PCIT with parents with ID using a multiple baseline design across behaviors. Results suggest increases in positive parenting behaviors and consistent discipline. However, limitations related to poor maintenance and generalization warrant the need for future research.

Efficacy of Parent–Child Interaction Therapy With Chinese ADHD Children

Purpose: This study aimed to evaluate the efficacy of Parent-Child Interaction Therapy (PCIT) in Chinese children with attention-deficit/hyperactivity disorder (ADHD) or ADHD features. Methods: This study adopted a randomized controlled trial design without blinding. Participants were randomized into either the intervention group ( n = 32) and offered PCIT by trained PCIT practitioners or the waitlist control group ( n = 32) and offered PCIT after the intervention group had completed treatment. Parent participants were requested to complete questionnaires on their children’s behavior and their parental stress. PCIT practitioners observed parent–child interactions according to a coding system. Results: Analysis was by intention to treat. The results indicated a significant decrease in child behavior and attention problems, parental stress, and negative parenting practices and an increase in positive parenting practices in the intervention group at postintervention ( p ≤ .002 in all cases). Conclusion: This study provided promising evidence on the effectiveness of PCIT in Chinese children with ADHD or ADHD features.

From the Clinics to the Classrooms: A Review of Teacher-Child Interaction Training in Primary, Secondary, and Tertiary Prevention Settings

Without intervention, childhood behavioral problems, including aggression and noncompliance, are likely to continue over the lifespan and adversely affect a child’s functioning across several domains. Based on the early emergence of functional impairment and the established negative trajectory of these difficulties, prevention and early intervention programs are critically important. Interventions for disruptive behavior disorders have primarily focused on parent training. However, given the limited access to evidence-based mental health care in many communities and the significant amount of time children spend in school, researchers and clinicians have explored creative ways to provide interventions in the school setting. Increasing attention has been given to prevention efforts. Discussed below are the results of preliminary studies investigating the effectiveness of teacher training in improving behavior management in the classroom. The teacher training is based on the established efficacy of Parent-Child Interaction Therapy (PCIT) for young children with disruptive behavior disorders and their families. This paper reviews the various teacher-child interaction training models that have been used in different settings (e.g., Head Start, general education) and includes discussion of adaptations for the classroom and for consideration in future study.

Delivering Parent-Child Interaction Therapy in an Urban Community Clinic

Extensive evidence supports the efficacy of Parent-Child Interaction Therapy (PCIT) for reducing behavior problems in young children; however, little is known about the use of PCIT in a community mental health center (CMHC). This paper provides four clinical case examples of families who were referred to and successfully completed PCIT in an urban CMHC. The families were ethnically and socioeconomically diverse and presented with a wide range of treatment concerns and needs (e.g., autism, severe maternal psychopathology, involvement in child protective services, and complex family configurations) in addition to disruptive behavior. Our data and clinical observations suggest that PCIT decreased behavior problems, improved parent-child interactions, and, in some cases, reduced parental stress, with differing levels of change across families. Overall, the cases demonstrate that PCIT can be transported into a CMHC, and they illustrate supplemental services or minor accommodations to the established treatment protocol used to address individual family needs. Issues regarding the balance between fidelity and flexibility in transporting PCIT to a community setting are discussed, and future research topics are recommended.

Treatment Outcome for Low Socioeconomic Status African American Families in Parent-Child Interaction Therapy: A Pilot Study

The course and efficacy of parent-child interaction therapy (PCIT) were examined in 18 socioeconomically disadvantaged African American families of preschoolers with disruptive behavior disorders. Mothers reported significant improvements in child disruptive behavior but not in maternal depressive symptoms or parenting stress. Attrition was 56%, most often occurring after pre-treatment assessment but before treatment began. Results suggest that PCIT may lead to positive behavior changes for disadvantaged young African American children when families complete treatment. Recruitment, engagement, and retention remain significant problems requiring further study. Reduction of parenting stress also requires study in this population.

Parenting Intervention for Externalizing Behavior Problems in Children Born Premature: An Initial Examination

To examine the initial efficacy of parent-child interaction therapy (PCIT) for treating behavior problems in young children who were born premature. In this randomized, controlled trial, 28 children between the ages of 18 and 60 months, who were born <37 weeks gestation and presented with clinically significant externalizing behavior problems, were randomly assigned to an immediate treatment (IT) or waitlist (WL) control group. After 4 months, children who received PCIT were reported by their mother to have less attention problems, aggressive behaviors, and externalizing and internalizing behavior problems, and they were observed to be more compliant to maternal commands than children in the WL group. In addition, mothers in the IT group interacted more positively with their child, reported lower parenting stress related to difficult child behavior and demonstrated improved parenting practices compared with WL mothers. Behavior change maintained for 80% of the IT children 4 months after treatment completion. This study demonstrates preliminary efficacy of PCIT for the treatment of behavior problems in young children who were born premature.

Efficacy of Parent-Child Interaction Therapy: Interim Report of a Randomized Trial with Short-Term Maintenance

Describes interim results of a study examining the effectiveness of parent-child interaction therapy (PCIT) with families of preschool-age children with oppositional defiant disorder. Following an initial assessment, 64 clinic-referred families were randomly assigned to an immediate treatment (IT) or a wait-list control (WL) condition. Results indicated that parents in the IT condition interacted more positively with their child and were more successful in gaining their child's compliance than parents in the WL condition. In addition, parents who received treatment reported decreased parenting stress and a more internal locus of control. Parents in the IT group reported statistically and clinically significant improvements in their child's behavior following PCIT. All families who received treatment reported high levels of satisfaction with both the content and process of PCIT. Preliminary 4-month follow-up data showed that parents maintained gains on all self-report measures.