Child Directed Interaction Training for young children in kinship care: A pilot study.

This pilot study used a randomized controlled trial design to examine the feasibility and explore initial outcomes of a twice weekly, 8-session Child Directed Interaction Training (CDIT) program for children living in kinship care. Participants included 14 grandmothers and great-grandmothers with their 2- to 7-year-old children randomized either to CDIT or a waitlist control condition. Training was delivered at a local, community library with high fidelity to the training protocol.

Rationale and Considerations for the Internet-Based Delivery of Parent-Child Interaction Therapy.

Given the enormous individual, familial, and societal costs associated with early disruptive behavior disorders, transformative efforts are needed to develop innovative options for overcoming traditional barriers to effective care and for broadening the availability of supported interventions. This paper presents the rationale and key considerations for a promising innovation in the treatment of early-onset disruptive behavior disorders-that is, the development of an Internet-based format for the delivery of Parent-Child Interaction Therapy (PCIT) directly to families in their own homes. Specifically, we consider traditional barriers to effective care, and discuss how technological innovations can overcome problems of treatment availability, accessibility, and acceptability.

Child-Directed Interaction Training for Young Children With Autism Spectrum Disorders: Parent and Child Outcomes.

This study examined the efficacy of the Child-Directed Interaction Training (CDIT) phase of Parent-Child Interaction Therapy for children with an Autism Spectrum Disorder (ASD). Thirty mother-child dyads with children ages 3-7 years with a diagnosis of ASD participated in this randomized controlled study. Following manualized CDIT, statistically significant and meaningful improvements in child disruptive behavior and social awareness as well as maternal distress associated with child disruptive behavior occurred.

Parent-child interaction therapy as a family-oriented approach to behavioral management following pediatric traumatic brain injury: a case report.

Objective: To present a case study illustrating the application of parent-child interaction therapy (PCIT) for management of a child's externalizing behaviors related to a severe traumatic brain injury (TBI).

Methods: An 11-year-old boy's history and injury are described, followed by a description of PCIT and the course of therapy.

Results: After 9 sessions of PCIT, the child displayed fewer negative behaviors, and his mother's distress was reduced.

Early identification and intervention for behavior problems in primary care: a comparison of two abbreviated versions of parent-child interaction therapy.

Behavioral screening and preventive intervention were implemented for 3- to 6-year-olds in pediatric primary care with subclinical behavior problems. One hundred eleven children were screened with the Eyberg Child Behavior Inventory. Thirty children who scored within one standard deviation of the normative mean whose mothers indicated wanting help for their child's behavior were randomized to one of two abbreviated versions of Parent-Child Interaction Therapy (PCIT) for use in pediatric primary care: (a) a 4-session group preventive intervention called Primary Care PCIT (PC-PCIT); or (b) written materials describing basic steps of PCIT and guidelines for practice, called PCIT Anticipatory Guidance (PCIT-AG).

Parent-Child Interaction Therapy for Children Born Premature: A Case Study and Illustration of Vagal Tone as a Physiological Measure of Treatment Outcome.

Evidence-based psychosocial interventions for externalizing behavior problems in children born premature have not been reported in the literature. This single-case study describes Parent-Child Interaction Therapy (PCIT) with a 23-month-old child born at 29 weeks gestation weighing 1,020 grams, who presented with significant externalizing behavior problems. Treatment outcome was assessed using standard measures of maternal and child functioning and observational measures of the parent-child interaction, as well as a physiological measure of heart rate variability (i.

Evidence-Based School Behavior Assessment of Externalizing Behavior in Young Children.

This study examined the psychometric properties of the Revised Edition of the School Observation Coding System (REDSOCS). Participants were 68 children ages 3 to 6 who completed parent-child interaction therapy for Oppositional Defiant Disorder as part of a larger efficacy trial. Interobserver reliability on REDSOCS categories was moderate to high, with percent agreement ranging from 47% to 90% (M = 67%) and Cohen's kappa coefficients ranging from .

Psychometric properties of teacher SKAMP ratings from a community sample.

This study examines the basic psychometric properties of the Swanson, Kotkin, Agler, M-Flynn, and Pelham Scale (SKAMP), a measure intended to assess functional impairment related to attention deficit hyperactivity disorder, in a sample of 1,205 elementary students. Reliability, factor structure, and convergent, discriminant and predictive validity are evaluated. Results provide support for two separate but related subscales, Attention and Deportment, and provide evidence that the SKAMP predicts school functioning above and beyond symptoms alone.

Predicting treatment and follow-up attrition in parent-child interaction therapy.

Predictors of attrition from individual parent-child interaction therapy were examined for 99 families of preschoolers with disruptive behavior disorders. Seventy-one percent of treatment dropouts were identified by lower SES, more maternal negative talk, and less maternal total praise at pretreatment. Following PCIT, families were randomly assigned to an Assessment-Only or Maintenance Treatment condition.

Mental health services for preschool children in primary care: a survey of maternal attitudes and beliefs.

Objective: This study examined maternal attitudes and practices that may prevent preschoolers from receiving needed mental health services.

Methods: Mothers of 110 children ages 3-6 completed a survey of maternal attitudes and practices and the Eyberg Child Behavior Inventory (ECBI).

Results: Mothers wanted pediatrician assistance with child behavior concerns.

Evidence-based psychosocial treatments for children and adolescents with disruptive behavior.

This article reviews the literature from 1996 to 2007 to update the 1998 Brestan and Eyberg report on evidence-based psychosocial treatments (EBTs) for child and adolescent disruptive behavior, including oppositional defiant disorder and conduct disorder. Studies were evaluated using criteria for EBTs developed by the task force on promotion and dissemination of psychological procedures (Chambless et al., 1998; Chambless et al.

Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms: psychometric properties and normative ratings from a school district sample.

To examine Swanson, Nolan, and Pelham-IV (SNAP-IV) psychometric properties, parent (N = 1,613) and teacher (N = 1,205) data were collected from a random elementary school student sample in a longitudinal attention deficit hyperactivity disorder (ADHD) detection study. SNAP-IV reliability was acceptable. Factor structure indicated two ADHD factors and an oppositional defiant disorder (ODD) factor.

Parent-child interaction therapy for disruptive behavior in children with mental retardation: a randomized controlled trial.

This article presents results of a randomized controlled trial examining the efficacy of Parent-Child Interaction Therapy (PCIT) for treating disruptive behaviors of young children (ages 3 to 6) with mental retardation (MR) and comorbid oppositional defiant disorder. Thirty families were randomly assigned to an immediate treatment (IT) or waitlist (WL) control group. Results indicated that IT mothers interacted more positively with their children after treatment than WL mothers, and their children were more compliant after treatment.

Clinical presentation and treatment outcome for children with comorbid externalizing and internalizing symptoms.

This study examined the effects of comorbid separation anxiety disorder (SAD) on the expression of externalizing symptoms in children presenting with oppositional defiant disorder (ODD) as well as the treatment effects on anxiety and internalizing symptoms. Participants were 64 children with ODD seen in parent-child interaction therapy (PCIT), including 15 children with comorbid SAD. Children with ODD+SAD did not differ from children with ODD only in disruptive behavior severity at pre-treatment assessment, and children with ODD+SAD showed significant decreases in SAD symptoms at post-treatment.

Predicting outcome in parent-child interaction therapy: success and attrition.

This study explored predictors of treatment response and attrition in Parent-Child Interaction Therapy (PCIT). Participants were 99 families of 3- to 6-year-old children with disruptive behavior disorders. Multiple logistic regression was used to identify those pretreatment child, family, and accessibility factors that were predictive of success or attrition.

Child-directed interaction: prediction of change in impaired mother-child functioning.

The first phase of parent-child interaction therapy (PCIT), called child-directed interaction, teaches parents to use positive and differential social attention to improve the parent-child relationship. This study examined predictors of change in mother and child functioning during the child-directed interaction for 100 mother-child dyads. The children were 3-6-years-old and diagnosed with oppositional defiant disorder.

Mindfulness and behavioral parent training: commentary.

We review the description of mindfulness-based parent training (MBPT) and the argument that mindfulness practice offers a way to bring behavioral parent training (BPT) in line with current empirical knowledge. The strength of the proposed MBPT model is the attention it draws to process issues in BPT. We suggest, however, that it may not be necessary to posit automatized transactional procedures in the parent-child interaction to justify the need for better delineation of therapist-parent communication in treatment.

Child and adolescent advocacy through research: introduction to special section.

In this special section, Clinical Child and Adolescent Advocacy Through Research, luminaries in advocacy for children tell important, personal stories of how research and values intertwine to influence the policies that affect children and families. In this introduction, we provide a brief historical overview of child advocacy in the United States, its link to American child psychology, and the roles of the Society of Clinical Child and Adolescent Psychology and the Division of Child, Youth, and Family Services of the American Psychological Association in educating and showing us how to use our science wisely in the service of children. We then preview the individual themes of the articles of this special section.

Therapist verbal behavior early in treatment: relation to successful completion of parent-child interaction therapy.

We examined the role of specific therapist verbal behaviors in predicting successful completion of Parent-Child Interaction Therapy (PCIT) in 22 families, including 11 families that successfully completed treatment and 11 that discontinued treatment prematurely. The children were 3 to 6 years old and diagnosed with oppositional defiant disorder (ODD). Chamberlain et al.

Parenting disruptive preschoolers: experiences of mothers and fathers.

This study examined parental functioning and interactions with young children with Oppositional Defiant Disorder (ODD), with emphasis on differences between mothers and fathers in their responses to their child and in their unique contributions to the prediction of child disruptive behavior. Participants were 53 3- to 6-year olds with ODD who presented for treatment with two parents. Mothers reported more severe disruptive behavior and higher parenting stress than fathers.

Psychometric properties of the Sutter-Eyberg Student Behavior Inventory with rural middle school and high school children.

This study examined the psychometric properties of the Sutter-Eyberg Student Behavior Inventory (SESBI) in a rural sample of children and adolescents. Thirty-eight 5th- through 12th-grade teachers completed the SESBI on 726 children in their classrooms. High Cronbach's alphas supported the reliability of the SESBI scales in this population.

Father involvement in parent training: when does it matter?

We examined the impact of father involvement on treatment. Participants were 107 families enrolled in parent-child interaction therapy (PCIT), including 56 involved-father (IF) families, 16 uninvolved-father (UF) families, and 35 absent-father (AF) families. All groups showed improvements during treatment to within the average range on the Eyberg Child Behavior Inventory (ECBI), although mothers from AF families reported better treatment outcome than mothers from IF families.

Outcomes of parent-child interaction therapy: mothers' reports of maintenance three to six years after treatment.

Examined the long-term maintenance of changes following parent-child interaction therapy (PCIT) for young children with oppositional defiant disorder (ODD) and associated behavior disorders. Three to 6 years after treatment, 29 of 50 treatment completers were located for this study. The mothers of 23 children between the ages of 6 and 12 participated in telephone and mail follow-up assessments.

Self-reported parenting practices in Dominican and Puerto Rican mothers of young children.

Explored self-reported parenting in a Hispanic sample of mothers living in the mainland United States using a cultural framework. Participants were 130 immigrant or first-generation Dominican and Puerto Rican mothers with a child between the ages of 2 and 6 years. Mothers completed questionnaires related to their parenting behavior and also filled out a detailed demographic form and a measure of acculturation.

Parenting styles and child behavior in African American families of preschool children.

Examined the relations between parenting styles and child behavior problems in African American preschool children. Participants were 108 African American female caregivers of 3- to 6-year-old children. Correlational analysis showed that parent-reported child behavior problems were associated with maternal education, family income, and parents' endorsement of authoritative parenting, authoritarian parenting, and permissive parenting.