Effectiveness of Community-Delivered Parent-Child Interaction Therapy Compared to Treatment as Usual

Stokes, Jocelyn O.

doi:10.33915/etd.6732

Cited by 2 publications

(7 citation statements)

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“…PCIT effectiveness studies conducted to date have also demonstrated successful implementation across community-based settings (Beveridge et al, 2015;Fowles, Masse, McGoron, Beveridge, Williamson, Smith, Parish, in preparation;Leung, Tsang, Heung & Yiu, 2009;Lyon & Budd, 2010;Pearl et al, 2012;Self-Brown et al, 2012;Stokes, 2014) as well as in the home setting (Fowles, et al, in preparation;Galanter et al, 2012;Ware, McNeil, Masse & Stevens, 2008). Results have indicated positive results across a number of child variables including child compliance, increased caregiver positive verbalizations, decreased caregiver negative verbalizations, and decreased child behavior problems.…”

Section: Parent-child Interaction Therapymentioning

confidence: 97%

“…Wraparound services have also been met with considerable skepticism related to a myriad of neutral, and in some cases, negative findings (Bertram, Suter, Bruns & O'Rourke, 2011;Stokes, 2014;Suter & Bruns, 2009). For example, Bickman, Smith, Lambert and Andrade (2003) noted that when compared to treatment as usual, wraparound services did not demonstrate any significant improvements across a variety of life functioning and life satisfaction variables in a group of children of military members.…”

Section: Weaknesses Of Wraparoundmentioning

confidence: 99%

“…For example, attrition rates in Parent-Child Interaction Therapy (PCIT) have been reported around 36% in controlled efficacy studies (Fernandez & Eyberg, 2009;Werba, Eyberg, Boggs & Algina, 2006). However, drop-out rates in community effectiveness studies, including work in PCIT have been reported to be 60-70% (Pearl et al, 2012;Stokes, 2014). A range of factors including low family socioeconomic status, high levels of maternal critical speech, and lower levels of positive speech were found to be associated with higher levels of premature, treatment drop out (Fernandez & Eyberg, 2009).…”

Section: Weaknesses Of Evidence-based Treatmentmentioning

confidence: 99%

“…Next, prior to study participation, SCIT therapists had delivered services to their clients for an average of 8.6 months and 7.51 hours per week. Therefore, SCIT clients had received an average of 258 previous hours of TSS service, costing approximately $7,750 per client (Stokes, 2014). SCIT therapists implemented an average of 7.82 hours of SCIT in the context of TAU over the course of seven weeks between the second and third workshops, costing approximately $234 per client (Stokes, 2014).…”

Section: Overview Of the Present Studymentioning

confidence: 99%

“…Therefore, SCIT clients had received an average of 258 previous hours of TSS service, costing approximately $7,750 per client (Stokes, 2014). SCIT therapists implemented an average of 7.82 hours of SCIT in the context of TAU over the course of seven weeks between the second and third workshops, costing approximately $234 per client (Stokes, 2014). Finally, a number of agency-level, contextual factors may have negatively contributed to the possible impact of the current intervention.…”

Section: Overview Of the Present Studymentioning

confidence: 99%

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Staff-Child Interaction Therapy versus Treatment as Usual in Community-Based Wraparound Services: An Evaluation of Feasibility and Child Behavior Problems

Wallace¹

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Wraparound services are a well-known, widely implemented community-based model developed to treat children with a variety of severe emotional disturbances (Clark & Clarke, 1996). Although results have demonstrated some positive outcomes (Suter & Bruns, 2009), significant weaknesses have also been noted including negative findings (Bertram, Suter, Bruns & O'Rourke, 2011) and a variety of methodological limitations (Suter & Bruns, 2009). States have recently begun to examine the empirical basis of wraparound programs to better understand their implementation and effectiveness (Community Data Roundtable, 2015). The current study examined the implementation of Staff-Child Interaction Therapy (SCIT), a manualized treatment developed at West Virginia University to treat children between ages 2-9 years with severe behavior problems. Based off of Parent-Child Interaction Therapy (PCIT; McNeil & Hembree-Kigin, 2010), an established, evidence-based practice for young children with disruptive behavior disorders, SCIT was implemented by bachelors-level, community-based wraparound therapists during in-home treatment sessions with their child clients and their primary caregivers. Therapists (SCIT: n = 41; TAU: n = 32) were primarily Caucasian (87.7%) females (84.9%) with 45.15 months of therapy experience. Child clients were primarily male (76.1%) with an average age of 5.44 years. Children were primarily diagnosed with an Autism Spectrum Disorder (n = 44), Attention Deficit Hyperactivity Disorder (n = 19), Disruptive Behavior Disorder Not Otherwise Specified (n = 18), Oppositional Defiant Disorder (n = 16) Conduct Disorder (n = 3), Post Traumatic Stress Disorder (n = 2), Intellectual Disability (n = 2), and another diagnosis (n = 18). Many children possessed multiple diagnoses. SCIT staff were trained in a series of three workshops, spaced approximately seven weeks apart, in which the Child Directed Interaction (CDI; relationship building) and Adult Directed Interaction (ADI; discipline) phases of treatment were taught. Workshops included didactics, live role play, quizzes and practice toward mastery of CDI and ADI skills. Implementation of the treatment began following the second workshop. SCIT therapists received consultation calls throughout treatment to promote fidelity. Attention control therapists received three workshops and continued to implement treatment as usual with their clients. Attention control workshops included didactics and discussion of compassion fatigue, vicarious trauma, and workforce turn over. No SCIT skills were taught. Primary caregivers and therapists completed the Eyberg Child Behavior Inventory (ECBI; Eyberg & Pincus, 1999) prior to, during, and following treatment. Qualitative information was gathered on therapists' perceptions of treatment as usual, workshop satisfaction, and SCIT following treatment. Primary results indicated that parents believed that the intensity of children's behavior problems decreased significantly more for children in the SCIT condition as compared to children in the TA...

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Section: Parent-child Interaction Therapymentioning

confidence: 97%

Section: Weaknesses Of Wraparoundmentioning

confidence: 99%

Section: Weaknesses Of Evidence-based Treatmentmentioning

confidence: 99%

Section: Overview Of the Present Studymentioning

confidence: 99%

Section: Overview Of the Present Studymentioning

confidence: 99%

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Staff-Child Interaction Therapy versus Treatment as Usual in Community-Based Wraparound Services: An Evaluation of Feasibility and Child Behavior Problems

Wallace¹

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Evaluating a Staff-Child Interaction Therapy Workshop for Home-Based Mental Health Providers: Effects on Therapist Skill Change

Robinson¹

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The current study evaluated the effectiveness of a one-day training workshop used to train bachelor's level mental health staff in Staff-Child Interaction Therapy (SCIT), a newly developed intervention designed to reduce problem behaviors in children 2-to-9 years of age through the use of behavioral management techniques by home-based staff. A total of 39 therapists, known as Therapeutic Support Staff (TSS), were involved in this study, 20 who received training in SCIT (i.e., experimental group) and 19 who received training in Compassion Fatigue (i.e., attention control group). This study was a part of a larger outcome study that included additional training workshops and an evaluation of the SCIT protocol for changing child behavior problems in the home. Therapists in both groups completed a baseline assessment at the beginning of the workshop day. To measure the skills, therapists interacted with confederate children (adult research assistants who were trained to act like children) during two 5-minute situations (Child-Led Play and Clean-Up). These interactions were live coded by a trained research assistant using the Dyadic Parent-Child Interaction Coding System (DPICS; Eyberg, Nelson, Duke, & Boggs, 2005) to measure the staff skill change. Therapists also completed the TSS Demographic Form at baseline. Approximately 6-to-8 weeks following the baseline assessment, therapists completed a post-training assessment, which involved the same procedures as the baseline assessment. Analyses indicated that therapists who were trained in SCIT provided significantly more labeled praises, reflections, and behavior descriptions from pre-to post-assessment and significantly fewer questions, criticisms, and commands than therapists who received a Compassion Fatigue training workshop during the Child-Led Play DPICS situation. Regarding the Clean-Up DPICS situation, analyses indicated that therapists who were trained in SCIT provided significantly fewer questions and criticisms than therapists who received a Compassion Fatigue training workshop. There were no significant differences between the SCIT and Compassion Fatigue groups on any other dependent variables (e.g., contingent praise, effective commands). TSS from the study had difficulty learning two distinct sets of skills simultaneously. Specifically, it was challenging for TSS to master both Child-Directed Interaction skills (designed to improve TSS-child relationships) and Adult-Directed Interaction skills (designed to help therapists implement effective discipline strategies) during a one-day workshop where they received only 4.5 actual hours of instruction. In future research, it may be more effective to teach positive relationship skills first and allow TSS to practice those skills before teaching discipline skills. This would allow therapists to have additional time to practice both skill sets, thus also improving their chances of meeting mastery criteria for two sets of disparate techniques. Overall, however, findings supported the use of this experiential, mastery...

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Effectiveness of Community-Delivered Parent-Child Interaction Therapy Compared to Treatment as Usual

Cited by 2 publications

References 0 publications

Staff-Child Interaction Therapy versus Treatment as Usual in Community-Based Wraparound Services: An Evaluation of Feasibility and Child Behavior Problems

Staff-Child Interaction Therapy versus Treatment as Usual in Community-Based Wraparound Services: An Evaluation of Feasibility and Child Behavior Problems

Evaluating a Staff-Child Interaction Therapy Workshop for Home-Based Mental Health Providers: Effects on Therapist Skill Change

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