Comparing Traditional and Ebook-Augmented Parent-Child Interaction Therapy (PCIT): A Randomized Control Trial of Pocket PCIT

Jent, Jason; Rothenberg, W. Andrew; Weinstein, Allison; Stokes, Jocelyn O.; Barnett, Miya L.; Srivatsa, Nandita; Dandes, Erin; Garcia, Dainelys

doi:10.1016/j.beth.2021.02.013

Cited by 13 publications

(8 citation statements)

References 33 publications

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“…Clarkson and Zierl (2018) developed the e-Parenting: High-Tech Kids Program to raise awareness of digital parenting. Jent et al (2021) have created e-books as part of the Parent-Child Interaction Therapy program. Zhang-Kennedy et al (2017) have designed an interactive educational ebook called Cyberheroes, which aims to introduce children to the concepts of online privacy at an early age.…”

Section: Introductionmentioning

confidence: 99%

Examining the Usability of e-Content in Different Forms for Increasing Digital Parenting Competencies

PEKYÜREK

Durak

Sarıtepeci

et al. 2023

Journal of Learning and Teaching in Digital Age

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A usability test during the development of learning material can reduce many usability problems. This can increase the quality and efficiency of the material. In future studies, design principles that can guide e-content development can be established. More efficient learning material can be created by developing e-contents in the context of these design principles. The purpose of this study is to evaluate the usability of e-contents developed to increase parents’ digital parenting competencies and awareness. In this study, a usability test was created for online content. Materials for video and visual aided written material usability were designed and used for this study, including an online content usability questionnaire. Field experts’ opinions were taken and usability tests were conducted with real users. These usability tests were developed by Alexander (2013). This study follows usability principles to determine the usability of various online videos and visually supported materials to increase parents’ digital parenting competencies and awareness. Usability test results were revealed through descriptive statistics. This research helps parents better understand the possibilities, potentials, and limitations in designing educational online content on digital parenting. On the other hand, this usability test has the potential to detect the usability of educational videos in different fields.

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Section: Introductionmentioning

confidence: 99%

Examining the Usability of e-Content in Different Forms for Increasing Digital Parenting Competencies

PEKYÜREK

Durak

Sarıtepeci

et al. 2023

Journal of Learning and Teaching in Digital Age

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“…The time-limited model was selected based on a review of historical criteria-based PCIT clinic data highlighting higher rates of attrition for caregivers who spoke Spanish, had lower levels of education, and/or identified as Black or African American ( Rothenberg et al, 2019 ; Jent et al, 2021 ). Within said reviews, length of treatment was also found to be longer for Spanish-speaking families primarily due to difficulties meeting parenting skill proficiency.…”

Section: Introductionmentioning

confidence: 99%

An 18-week model of Parent–Child Interaction Therapy: clinical approaches, treatment formats, and predictors of success for predominantly minoritized families

Jent,

Rothenberg,

Peskin

et al. 2023

Front. Psychol.

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IntroductionDisruptive behavior disorders are among the most prevalent pediatric mental health referrals for young children. However, families from historically minoritized social identities have experienced disparities in treatment access, retention, and outcomes. Evidence-based interventions such as Parent–Child Interaction Therapy (PCIT) have been found to be effective in reducing children’s disruptive behaviors in minoritized families. However, variable treatment length as a result of skill-based graduation criteria (e.g., observed caregiver verbalizations) may slow and/or hinder treatment progress, particularly for families where expected treatment verbalizations are less linguistically relative (e.g., no exact English to Spanish translations) and/or culturally familiar. Time-limited PCIT has been proposed as a strategy for promoting equity in treatment completion and outcomes amongst minoritized families, because treatment progression and/ or completion is not contingent upon caregiver linguistic skill demonstration.MethodsThe current study evaluated the overall effectiveness of an 18-week model of PCIT and examined predictors of retention and treatment outcomes. Participants (N = 488 dyads) included predominantly racially, ethnically, linguistically, and socioeconomically diverse children aged two to eight years, and their caregivers.ResultsOverall findings indicate that the 18-week PCIT model is an effective intervention for reducing children’s externalizing and internalizing behaviors and improving caregiver parenting skills for most treatment completers. Despite advances in treatment completion, some caregiver social identities and PCIT treatment characteristics were predictive of lower completion rates and/or less optimal treatment outcomes.DiscussionOverall, this study provides strong support for widely disseminating use of the 18-week model of PCIT for most families served. Clinical implications and considerations for continued treatment inequity are discussed.

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“…In addition, studies have shown that the performance and motivation of a skill can be improved by deliberately practicing that skill [ 26 ]. Moreover, parenting programs that incorporate the opportunity to practice new skills with their children are considered more effective interventions than those that do not [ 27 , 28 ]. This suggests that it could be beneficial for parents to practice the skills they learn in the therapy more intensely, thereby potentially reducing dropouts and magnifying the scope of the treatment.…”

Section: Introductionmentioning

confidence: 99%

“…Specifically, within PCIT, previously implemented technology augmentations, such as Pocket-PCIT, have been shown to lead to increased treatment completion rates. This indicates a promising development in using technology innovations in an attempt to tackle similar barriers to treatment engagement [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

“…To date, no study has implemented VR to improve positive parenting skills in PCIT or in other PMT programs, although passive technological augmentations have been successful thus far [ 28 , 31 ]. However, considering that studies indicate that a current attrition obstacle in PCIT is that parents may have a hard time grasping the parenting skills, the addition of VR as a tool to practice skills, which can be generalized to a person’s natural context, seems to be a good addition to the therapy.…”

Section: Introductionmentioning

confidence: 99%

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Implementation of Virtual Reality to Parent-Child Interaction Therapy for Enhancement of Positive Parenting Skills: Study Protocol for Single-Case Experimental Design With Multiple Baselines

Scherpbier¹,

Abrahamse²,

Belleman³

et al. 2022

JMIR Res Protoc

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Background Disruptive behavior is a common reason for young children to be referred to mental health care services worldwide. Research indicates that treatments for child disruptive behavior where parents are the primary agents of change are most impactful. Parent-Child Interaction Therapy (PCIT) is an effective parent management training program currently implemented in therapeutic settings within the Netherlands. Ongoing research into improving the effectiveness of PCIT is being done within these settings. To further promote the key elements of PCIT, this study focuses on creating the opportunity for parents to practice positive parenting skills more outside of the clinical setting by adding virtual reality (VR) as an additional homework element. PCIT has shown to make impactful long-term improvements in parental warmth, responsiveness, and the parent-child relationship. Through VR, parents practice the taught parenting skills out loud in the comfort of their own homes in VR scenarios. We expect that VR addition will innovatively increase the effectiveness of PCIT. Objective This study aimed to evaluate the added value of VR to PCIT by using a multiple baseline single-case experimental design (SCED). We expect to find that PCIT-VR will ameliorate positive parenting skills. By implementing the VR element, we secondarily expected that meeting the skill criteria will be achieved sooner, treatment completion rates will increase, and the parent-child relationship will be better, whereas parental stress and child disruptive behavior will decrease. Methods A total of 15 children (aged 2-7 years) with disruptive behavior and their parents will be followed throughout the PCIT-VR treatment. Using a multiple baseline SCED with 3 phases, 15 families will fill out questionnaires weekly, in addition to having pre- and posttreatment and follow-up measurements to monitor their positive parenting skills, child disruptive behavior, parenting stress, and VR progress. Moreover, quantitative information and qualitative interviews will be analyzed visually and statistically and summarized to provide a complete picture of experiences. Results As of February 2021, 6 families have been enrolled in the study at the moment of submission. Data collection is projected to be completed in 2023. Quantitative and qualitative results are planned to be published in peer-reviewed journals, as well as being presented at national and international conferences. Conclusions The SCED—with its phased design, randomization, and the opportunity to replicate and assess both individual and group treatment effects—and adaptability of the VR technology are the strengths of the study. The risks of increased type I errors, maturation effects, or technological failure will be mitigated with the right statistical support. This study aims to magnify the scope of the treatment through additional skill training, ultimately in support of routinely implementing VR within PCIT. International Registered Report Identifier (IRRID) DERR1-10.2196/34120

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Comparing Traditional and Ebook-Augmented Parent-Child Interaction Therapy (PCIT): A Randomized Control Trial of Pocket PCIT

Cited by 13 publications

References 33 publications

Examining the Usability of e-Content in Different Forms for Increasing Digital Parenting Competencies

Examining the Usability of e-Content in Different Forms for Increasing Digital Parenting Competencies

An 18-week model of Parent–Child Interaction Therapy: clinical approaches, treatment formats, and predictors of success for predominantly minoritized families

Implementation of Virtual Reality to Parent-Child Interaction Therapy for Enhancement of Positive Parenting Skills: Study Protocol for Single-Case Experimental Design With Multiple Baselines

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