parent-child interaction therapy rhea m. chase, m.s. daniel bagner, m.s. university of florida
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Parent-Child Interaction Therapy
Rhea M. Chase, M.S.
Daniel Bagner, M.S.
University of Florida
Disruptive Behavior Disorders
• Most common reason for referral of young children to mental health services
• Prevalence of Oppositional Defiant Disorder and Conduct Disorder estimated to be between 2% and 16% of all children
• Poor prognosis
Parent-Child Interaction Therapy (PCIT)
• Designed for young children (3-6) and their parents/caretakers
• Work with parents and child together
• Live coaching of skills• Emphasis on restructuring parent-
child interaction patterns
Child-Directed Interaction
Parent-Directed Interaction
Parents follow
Play therapy skills Differential attention Increase warmth of
parent-child relationship
Parents lead
Limit-settingConsistency Predictability Follow through
Structure of PCIT• Assessment
– Measures that guide treatment
• Teaching sessions– Presentation of skills
– Modeling and role-playing
• Coaching sessions– Check in
– Therapist codes and coaches
– Assign homework
How does coaching work?
• Parent wears a Bug-in-the-Ear receiver while playing with child in playroom (therapist can coach while in the room with the parent)
•Therapist coaches specific skills
•Spouses take turns playing and observing
What families might benefit from PCIT?
• Children with conduct problem behavior
• Preschool age (3-6)• At least one parent able to
attend weekly sessions with child
• Parent(s) willing to practice skills at home
Effectiveness of PCIT
Effect Size Interpretations
• Small = 0.20 - 0.40• Medium = 0.40 - 0.60• Large = 0.60 - 0.80• Very large = 0.80 – 1.00• Astronomical = >
1.00
Child Problem Behavior
and 2-Year Effect Size
178
104112
121
80
100
120
140
160
180
200
Pre Post 1 Year 2 Year
Inte
nsi
ty S
core
2.32
Eyberg et al.
Child Complianceand 2 Year Effect Size
50
60
70
80
90
100
Pre Post 1 Year 2 Year
Per
cen
t
.85
Eyberg et al.
Child Deviant Behavior Composite
and 2 Year Effect Size
0
10
20
30
40
50
60
Pre Post 1 Year 2 Year
Fre
qu
ency
in
30
Min
ute
s
.54
Eyberg et al.
DPICS Parent Verbal and Physical
Negative
0
5
10
15
20
25
30
35
40
Pre Post 1 Year 2 Year
Fre
qu
ency
in
30
Min
ute
s
1.11
Eyberg et al.
Child-Directed Interaction
CDI
The CDI Teaching Session• Parents alone• Presentation of skills
Reasons “Rules” Examples
• Modeling/demonstration• Role-play with parent
What exactly are they
taught?
CDIThe Basic Rule
Follow the Child’s Lead
CDI: The DON’T Rules
• No commands• No questions• No criticism
Direct : Sit here
Indirect : Could you sit here?
• Commands attempt to lead
• Risk negative interaction
No Commands
CDI: The DON’T Rules
Questions ask for an answer
• Often hidden commands
• Take lead from the child
• Can suggest disapproval
• Can suggest not listening
No Questions
CDI: The DON’T Rules
• Examples
You’re a bad girl That doesn’t go that way No Stop Quit Don’t
Points out mistakes rather than correcting them
“That’s wrong” is a criticism
“It goes like this” allows correction without criticism
• Lowers self-esteem
• Creates unpleasant interaction
No CriticismCDI: The DON’T Rules
What’s left?
CDI: The DO Rules The PRIDE Skills
PraiseReflect ImitateDescribeEnthusiasm!
PraiseUnlabeled praise is nonspecific
– Good!
– That's great!
Labeled praise tells child specifically what is good
– Thank you for sitting so quietly.
• Increases the specific behavior
• Increases child's self-esteem
• Increases positive parent-child interaction
CDI: The DO Rules
Reflection
“The moo-moo is in the barn.”“Yes, the cow is in the barn.”
• Allows child to lead the conversation
• Shows that parent is listening
• Shows that parent understands
• Improves and increases child’s speech
Child
Parent
• Repeating or paraphrasing
CDI: The DO Rules
Imitation Doing the same thing the child is doing
Lets the child lead Teaches parent how to “play” Shows approval of child’s activity Teaches child how to play with others
– Sharing– Taking turns
CDI: The DO Rules
Description• Telling the child exactly what he or she
is doing– “You’re drawing a sun.”
• Lets the child lead• Lets child know you are paying
attention and are interested• Shows approval of child’s activity• Models speech• Teaches vocabulary and concepts• Holds child’s attention to the task
CDI: The DO Rules
Enthusiasm• Conveying excitement by voice and gesture
– “Wow!! You finished that SO quickly!”• Lets the child know the parent enjoys being
with the child
• Makes the play more fun for the child (and parent)
• Adds a quality of warmth to the interaction
CDI: The DO Rules
IGNORE annoying, obnoxious IGNORE annoying, obnoxious behaviorbehavior
STOP THE PLAY for STOP THE PLAY for dangerous or destructive dangerous or destructive behaviorbehavior
Child-Directed Child-Directed InteractionInteraction
DON’TDON’T– Give Give
CommandsCommands– Ask QuestionsAsk Questions– CriticizeCriticize
DODO– PraisePraise– ReflectReflect– ImitateImitate– DescribeDescribe EnthusiasmEnthusiasm
“Special time” 5 minutes a day Practice, play, and therapy
Homework
Homework
Good activities:
Toys with no rules
Construction toys
Play sets
Creative Toys
Not-so-good activities:
Board games
Messy activities (like fingerpaint)
Aggressive toys (like guns or action figures)
Pretend-talk toys
COACHING
CDI Coaching
• PRIDE (basic)
– Great reflection!
– Good labeled praise!
• Following
– Good following his lead.
– Describe what she’s doing.
– Be sure to watch what she’s doing closely.
• Noticing positive behaviors– Wow -- she picked up the one she
dropped• Attending to positive behavior
– Wow -- you caught her being good! • Ignoring negative behavior
– That was great ignoring his back talk
CDI Coaching
• Catching child doing positive opposites – NICE praising his polite talk
• Touch, proximity – That’s nice the way you touch him
when you praise him• Genuineness
– That sounded like you meant it• Parent self-efficacy
– You got him to play quietly! – Nice job of getting him back to the
table.
CDI Coaching
• The treatment goals
– Good teaching!
– He seems a lot calmer today
– She seems to be sharing more -- that will help her make friends at school.
– You seem be having fun playing with your son.
– You’ve got these skills down pat!
CDI Coaching
• Developmental expectations– Describe the colors so he can learn them. – He’s still too young to understand logic
• Child’s motivations -- or lack of motivations – He seems to throw the puzzle pieces when
doesn’t understand where they go. – I think he just doesn’t know how to ask for
your help.
CDI Coaching
Why Coach?– Parents think they already do these
things
– Verbal habits are ingrained
– Coaching (therapist feedback) makes parents aware of what they say
– Coaching (child’s feedback) makes parents aware of the immediate effects
– Coaching heightens parent’s attention and motivation
Why Coach?– Coaching provides parent support in
actual difficult situations
– Coaching demonstrates to parents (convinces parents) that change is possible
– Coaching can help parents not to give up
– Coaching is efficient -- makes it possible to address relevant problem areas and not spend time on areas that are not problems
CDIROLE PLAY
Parent-Directed Interaction
PDI: Effective Commands• Direct (telling, not asking)
• Positive (what to DO, not stop doing)
• Single (one at a time)
• Specific (not vague)
• Age-appropriate
• Given in a normal tone of voice
• Polite and respectful (Please... )
• Explained before given or after obeyed
• Used only when really necessary
The Command ...
Command
No Opportunity
Whoops!(Start over)
Obey
Labeled Praise
Disobey
Back to PlayYEA!
Back to PlayYEA!
Labeled Praise
The Warning ...
Obey Disobey(UH-OH!)
If you don’t [original command], you’ll have to go to the time out chair
The Chair
Are you ready to [obey original command]?
Child stays on chair 3 min plus 5 sec quiet
Or doesn’t(OH-OH!)
ObeyAcknowledge
The Chair
Command
No
BACK TO CHAIR
CHILD GOES TOTIME OUT ROOM1 MIN + QUIET
CHILD GETS OFF CHAIR
CHILD GETS OFF AGAIN
The Backup
ROOM WARNING “You got off the chair before
I said you could.If you get off again,
you’ll go to the Time Out Room .”
Yes
Are you ready to [Obey Original Command]?
Obey
Acknowledge
The First ObeyChild Stays
on Chair 3 Min plus 5 Sec Quiet
No
Praise
Obey
Back to play!!!
Finally!Command
House Rules
PDI uses running commands House rules are standing
commands– Aggressive behavior – Destructive behavior
The Procedure– Label behavior for child– Explain rule to child– No chair warnings
Public Misbehavior
Procedure– Make plan before leaving home– Describe desired behavior– Take along “time out chair”– Discuss back-ups
PRACTICING PDI
Further Information…
• PCIT website: www.pcit.org– Literature– Measures– Other material
Thank you!
Questions?
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