Convergence of Parent Report and Child Behavior using the Dyadic Parent-Child Interaction Coding System (DPICS)

Cotter, Allison; Brestan-Knight, Elizabeth

doi:10.1007/s10826-020-01813-2

Cited by 12 publications

(9 citation statements)

References 64 publications

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“…To evaluate interrater reliability, percent agreement was calculated comparing trainee frequency counts for DPICS coding categories with frequency counts generated by the training team. Previous research examining versions of the DPICS has shown adequate to high interrater reliability as well as 1-week test–retest reliability (Bessmer, 1996; Cotter & Brestan-Knight, 2020; Deskins, 2005; Foote, 2000; for list of studies and review, see Eyberg et al, 2013).…”

Section: Methodsmentioning

confidence: 99%

Evaluation of two PCIT workshop formats for trainee knowledge, attitude, and skill acquisition.

Hatley-Cotter¹,

Jimenez²,

Richey³

et al. 2023

Professional Psychology: Research and Practice

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Despite increased emphasis on implementation science for empirically supported child mental health treatments, such as parent-child interaction therapy (PCIT), there continues to be limited understanding of optimal training methods and formats to disseminate protocols within community-based settings. The present study examined changes in trainee knowledge, attitudes, perceived competency, and coding skills after completion of an in-person 40-hr PCIT training workshop presented in two formats. Sixtyone mental health providers participated in either a consecutive or split 5-day workshop and completed written and behavioral measures pre-and posttraining. Results showed that trainees in either training format exhibited similar increases in PCIT knowledge, perceived competency, and behavior coding skills even for those with previous PCIT exposure. Trainee attitudes toward evidence-based practice did not change from pre-to posttraining; however, trainees reported high levels of satisfaction and clinical relevance for the workshop regardless of format. These findings validate the effectiveness of a 40-hr PCIT training workshop and support flexibility in training formats, which may reduce barriers and enhance access to evidence-based practice. They also offer insight into areas requiring increased emphasis within PCIT training, such as developing trainee behavior coding and coaching skills. Public Significance StatementThis study found that mental health clinicians who completed a 5-day training workshop, either in one long segment or two shorter segments, had increased knowledge of the treatment protocol, more confidence about using the treatment, and better behavior coding skills even when they had prior knowledge of the treatment. This study supports flexibility in training formats and highlights areas to emphasize in parent-child interaction therapy (PCIT) training.

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Section: Methodsmentioning

confidence: 99%

Evaluation of two PCIT workshop formats for trainee knowledge, attitude, and skill acquisition.

Hatley-Cotter¹,

Jimenez²,

Richey³

et al. 2023

Professional Psychology: Research and Practice

Self Cite

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“…The DPICS-IV has considerable clinical utility and is a required component of the PCIT protocol that is used to guide intensive in-vivo coaching, and to determine when families are ready to progress to the second discipline phase of treatment. The DPICS-IV has consistently demonstrated good psychometric properties, including good inter-rater reliability, sensitivity to change, and correlates with other parenting criterion measures (Cotter & Brestan-Knight, 2020 ; Kohlhoff, Morgan et al, 2020 ). While the DPICS-IV is useful in clinical and research contexts for assessing primarily verbal parenting practices, it is limited in its current ability to adequately capture parental warmth for three key reasons.…”

Section: Current Measures Of Parental Warmthmentioning

confidence: 97%

Conception and Development of the Warmth/Affection Coding System (WACS): A Novel Hybrid Behavioral Observational Tool for Assessing Parent-to-Child Warmth

Prasad

Keevers

Kaouar

et al. 2023

Res Child Adolesc Psychopathol

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A vast body of research and theory underscores the importance of parental warmth/affection (hereby ‘warmth’ and ‘warmth/affection’ are used interchangeably) as a distinct relational process that is fundamental to core developmental processes including parent-child attachment, socialization, emotion recognition and responsivity, and empathic development. The increasing focus on parental warmth as a viable transdiagnostic and specific treatment target for Callous-Unemotional (CU) traits highlights the critical need for a reliable and valid tool for measuring this construct within clinical contexts. However, existing assessment methods have limitations in their ecological validity, clinical utility, and the comprehensiveness of their coverage of core warmth subcomponents. In response to this clinical and research need, the observational Warmth/Affection Coding System (WACS) was developed to comprehensively measure parent-to-child warmth/affection. This paper chronicles the conception and development of the WACS, which adopts a hybrid approach of utilizing both microsocial and macro-observational coding methods to capture key verbal and non-verbal subcomponents of warmth that are currently underrepresented or poorly captured by existing assessment tools. Recommendations for implementation and future directions are also discussed.

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“…The Dyadic Parent-Child Interaction Coding System (Cotter & Brestan-Knight, 2020) and the Parenting Clinical Observation Schedule (C. Hill et al, 2008) both measure parenting behaviors in parents of young children. Both have primarily been used and validated in samples of clinically referred children with significant behavior problems (Cañas et al, 2021;C.…”

Section: Parent-child Behavioral Coding Systemsmentioning

confidence: 99%

The reliability and validity of the Coder Impressions Questionnaire–Kindergarten for parenting and child behaviors.

McWhirter,

Hails,

DeGarmo

et al. 2024

Journal of Family Psychology

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Reliable and valid assessment of parenting and child behaviors is critical for clinicians and researchers alike, and observational measures of parenting behaviors are often considered the gold standard for assessing parenting and parent-child interaction quality. The present study sought to evaluate the reliability and validity of the Coder Impressions Questionnaire-Kindergarten (COIMP-K) measure. The present study was a secondary analysis of 274 parents and their children participating in a randomized control trial testing a brief parenting intervention for parents of children entering kindergarten. Families participated in baseline and follow-up assessments and videotaped observational tasks. Graduate and undergraduate coders completed the COIMP-K after achieving reliability. The aims of the present study were to assess COIMP-K's (a) internal consistency using intercorrelations among COIMP-K subscales, (b) construct validity, (c) convergent validity by comparing the COIMP-K subscales to parents' selfreport of similar behaviors, (d) discriminant validity by comparing subscales to a parent-teacher communication measure as it is unrelated to parenting or child behaviors, and (e) congruence across time. The authors hypothesized that the COIMP-K would demonstrate adequate internal consistency (Cortina, 1993), adequate construct, convergent, and discriminant validity and find congruence of the measure across time. The results demonstrated that the factors had adequate internal consistency, construct, convergent, and discriminant validity, as well as longitudinal replicability and congruence over time. The study demonstrates that the COIMP-K is a reliable and valid tool for assessing observed family behaviors.

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Convergence of Parent Report and Child Behavior using the Dyadic Parent-Child Interaction Coding System (DPICS)

Cited by 12 publications

References 64 publications

Evaluation of two PCIT workshop formats for trainee knowledge, attitude, and skill acquisition.

Evaluation of two PCIT workshop formats for trainee knowledge, attitude, and skill acquisition.

Conception and Development of the Warmth/Affection Coding System (WACS): A Novel Hybrid Behavioral Observational Tool for Assessing Parent-to-Child Warmth

The reliability and validity of the Coder Impressions Questionnaire–Kindergarten for parenting and child behaviors.

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