Swipe om te navigeren naar een ander artikel
This paper describes the initial evaluation of the Therapist-Parent Interaction Coding System (TPICS), a measure of in vivo therapist coaching for the evidence-based behavioral parent training intervention, parent–child interaction therapy (PCIT). Sixty-one video-recorded treatment sessions were coded with the TPICS to investigate (1) the variety of coaching techniques PCIT therapists use in the early stage of treatment, (2) whether parent skill-level guides a therapist’s coaching style and frequency, and (3) whether coaching mediates changes in parents’ skill levels from one session to the next. Results found that the TPICS captured a range of coaching techniques, and that parent skill-level prior to coaching did relate to therapists’ use of in vivo feedback. Therapists’ responsive coaching (e.g., praise to parents) was a partial mediator of change in parenting behavior from one session to the next for specific child-centered parenting skills; whereas directive coaching (e.g., modeling) did not relate to change. The TPICS demonstrates promise as a measure of coaching during PCIT with good reliability scores and initial evidence of construct validity.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., Text Revision). Washington DC: Author.
Bahl, A. B., Spaulding, S. A., & McNeil, C. B. (1999). Treatment of noncompliance using parent child interaction therapy: a data-driven approach. Education & Treatment of Children, 22(2), 146–156.
Barkley, R. (1987). Defiant children: A clinician’s manual for parent training. New York: Guilford Press.
Bell, S. K., & Eyberg, S. M. (2002). Parent–child interaction therapy: a dyadic intervention for the treatment of young children with conduct problems. In Innovations in Clinical Practice: A Source Book, 20, 57–74.
Eames, C., Daley, D., Hutchings, J., Whitaker, C. J., Jones, K., Hughes, J. C., et al. (2009). Treatment fidelity as a predictor of behaviour change in parents attending group-based parent training. Child: Care, Health and Development, 35(5), 603–612. doi: 10.1111/j.1365-2214.2009.00975.x.
Eyberg, S. M., & Funderburk, B. W. (2011). Parent–child interaction therapy: Treatment manual. Unpublished manuscript, University of Florida at Gainesville.
Eyberg, S. M., Nelson, M. M., Duke, M., & Boggs, S. R. (2005). Manual for the Dyadic parent–child interaction coding system (3rd ed.), Unpublished manuscript, University of Florida, Gainesville.
Forehand, R., & McMahon, R. (1981). Helping the noncompliant child: A clinician’s guide to parent training. New York: Guilford Press.
Harwood, M. D., & Eyberg, S. M. (2004). Therapist verbal behavior early in treatment: Relation to successful completion of parent-child interaction therapy. Journal of Clinical Child & Adolescent Psychology, 33(3), 601–612. doi: 10.1207/s15374424jccp3303_17.
Herschell, A. D., Capage, L. C., Bahl, A. B., & McNeil, C. B. (2008). The role of therapist communication style in parent–child interaction therapy. Child and Family Behavior Therapy, 30, 13–35. CrossRef
Kenny, D. A., Kashy, D. A., & Cook, W. L. (2006). Dyadic data analysis. New York: Guilford Press.
McNeil, C. B., & Hembree-Kigin, T. (2010). Parent–child interaction therapy (2nd ed.). New York: Springer Science & Business Media. CrossRef
Niec, L. N., Barnett, M. B., Prewett, M., Triemstra, K., & Shanley, J. (2013). Group versus individual parent-child interaction therapy: A randomized control trial. Manuscript in preparation. Mt. Pleasant, MI: Central Michigan University.
Niec, L. N., Gering, C., & Abbenante. (2011). Parent–child interaction therapy: The role of play in the behavioral treatment of childhood conduct problems. In S. Russ & L. Niec (Eds.), An evidence based approach to play in intervention and prevention: Integrating developmental and clinical science. New York: Guilford Press.
Watson, J. C., & McMullen, E. J. (2005). An examination of therapist and client behavior in high- and low-alliance sessions in cognitive-behavioral therapy and process experiential therapy. Psychotherapy: Theory, Research, Practice, Training, 42(3), 297–310. doi: 10.1037/0033-3188.8.131.527. CrossRef
- Assessing the Key to Effective Coaching in Parent–Child Interaction Therapy: The Therapist-Parent Interaction Coding System
Miya L. Barnett
Larissa N. Niec
I. David Acevedo-Polakovich
- Springer US
Journal of Psychopathology and Behavioral Assessment
Print ISSN: 0882-2689
Elektronisch ISSN: 1573-3505