Training parents as therapists: A comparison between individual parent‐child interaction training and parent group didactic training

Abstract

Children with home behavior problems frequently are treated via training their parents to become behavior therapists for their own children. One well‐established approach has been to use didactic group training. Another approach involves parent training in specific parent‐child interaction patterns through the use of modeling, in vivo practice, and immediate feedback. In this study, the effectiveness of these two methods was compared via multiple outcome measures, which included both direct therapist observation and parent report. Twenty‐nine children between the ages of 4 and 9 were divided into didactic group‐treatment, individual mother‐child interaction training, and controls. After five training sessions, therapist observation revealed improvement in the facilitative behavior of the mothers who received individual, in‐vivo instruction, as well as improvement in the children's behavior. No significant changes were observed in the group treatment or control conditions. Specific home management behaviors were improved in all three groups according to mothers' reports. The individually trained mothers expressed significantly more satisfaction with the program. It is suggested that direct observation of mother‐child behavior, with immediate feedback, reinforcement, and further practice, may be related to the superiority of the individual training method.

Evaluation of a Treatment Manual and Workshops for Disseminating, Parent–Child Interaction Therapy

“…Reported reliability coefficients (Cronbach's alpha) have ranged from .88 to .91, with good stability over a 4-month period (.85) (Brestan et al 1999;Eisenstadt et al 1993;Eyberg and Matarazzo 1980). Low to moderate correlations (.36-.49) were reported between the TAI scores and changes during treatment.…”

“…Reliability ratings for parent behaviors range from .67 to 1.0, with a mean of .91 (Aragona and Eyberg 1981;Matarazzo 1980: Robinson and. The DPICS has distinguished between pre-and post-treatment data (Eisenstadt et al 1993;McNeil et al 1991), different treatments (Eyberg and Matarazzo 1980), and interaction patterns among diverse family populations (Aragona and Eyberg 1981). …”

Adapting an evidence-based intervention to improve social and behavioral competence in Head Start children: Evaluating the effectiveness of teacher-child interaction training

“…The mean inter-rater reliability for parental behavior for the original DPICS was .91. Several studies have also found the DPICS to be sensitive to treatment effects (e.g., Eyberg & Matarazzo, 1980;Webster-Stratton, Hollinsworth, & Kolpacoff, 1989). In the present study, a total of 50 live inter-observer observations were conducted over the course of the study.…”

Aplicación de la terapia de interacción padres-hijos en un caso de trastorno negativista desafiante

“…Hay muchos estudios sobre su efectividad y efi cacia, en los que se han demostrado mejoras clínicas y estadísticamente signifi cativas con niños con conductas problema, así como la generalización de los resultados en la casa (Hembree-Kigin y McNeil, 1995;Herschell, Calzada, Eyberg, y McNeil, 2002), frente a listas de espera o grupos de control (Bagner y Eyberg, 2007;Chaffi n, Silovsky, Funderburk, Valle, Brestan, Balachova, Jackson, Lensgraf, y Bonner, 2004;Eyberg y Matarazzo, 1980;McNeil, Capage, Bahl y Blanc, del DSM-IV (APA, 1994) del trastorno negativista desafi ante (F91.3). Es decir, un comportamiento negativista y desafi ante (pataletas o rabietas, discusiones y desafíos a los adultos, no cumplir las demandas de éstos, etc.)…”