The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Sheila M. Eyberg - One of the best experts on this subject based on the ideXlab platform.
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rationale and considerations for the internet based delivery of parent Child Interaction therapy
Cognitive and Behavioral Practice, 2015Co-Authors: Jonathan S Comer, Cheryl B Mcneil, Jami M Furr, Christine E Coopervince, Ryan J Madigan, Candice Chow, Priscilla T Chan, Fabio Idrobo, Rhea M Chase, Sheila M. EybergAbstract:Given the enormous individual, familial, and societal costs associated with early disruptive behavior disorders, transformative efforts are needed to develop innovative options for overcoming traditional barriers to effective care and for broadening the availability of supported interventions. This paper presents the rationale and key considerations for a promising innovation in the treatment of early-onset disruptive behavior disorders—that is, the development of an Internet-based format for the delivery of Parent–Child Interaction Therapy (PCIT) directly to families in their own homes. Specifically, we consider traditional barriers to effective care, and discuss how technological innovations can overcome problems of treatment availability, accessibility, and acceptability. We then detail our current Internet-delivered PCIT treatment program (I-PCIT), which is currently being evaluated across multiple randomized clinical trials relative to waitlist comparison, and to traditional in-office PCIT. Embedded video clips of Children treated with I-PCIT are used to illustrate novel aspects of the treatment.
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treatment outcome for low socioeconomic status african american families in parent Child Interaction therapy a pilot study
Child & Family Behavior Therapy, 2011Co-Authors: Melanie Fernandez, Ashley M Butler, Sheila M. EybergAbstract:The course and efficacy of parent-Child Interaction therapy (PCIT) were examined in 18 socioeconomically disadvantaged African American families of preschoolers with disruptive behavior disorders. Mothers reported significant improvements in Child disruptive behavior but not in maternal depressive symptoms or parenting stress. Attrition was 56%, most often occurring after pre-treatment assessment but before treatment began. Results suggest that PCIT may lead to positive behavior changes for disadvantaged young African American Children when families complete treatment. Recruitment, engagement, and retention remain significant problems requiring further study. Reduction of parenting stress also requires study in this population.
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predicting treatment and follow up attrition in parent Child Interaction therapy
Journal of Abnormal Child Psychology, 2009Co-Authors: Melanie Fernandez, Sheila M. EybergAbstract:Predictors of attrition from individual parent–Child Interaction therapy were examined for 99 families of preschoolers with disruptive behavior disorders. Seventy-one percent of treatment dropouts were identified by lower SES, more maternal negative talk, and less maternal total praise at pretreatment. Following PCIT, families were randomly assigned to an Assessment-Only or Maintenance Treatment condition. Higher maternal distress predicted 63% of dropouts in the Assessment-Only condition. Lower maternal intellectual functioning predicted 83% of dropouts from Maintenance Treatment. Findings highlight a continuing need for evidence-based retention strategies at various phases of engagement in PCIT.
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The Implementation of Modified Parent-Child Interaction Therapy for Youth with Separation Anxiety Disorder
Cognitive and Behavioral Practice, 2008Co-Authors: Donna B. Pincus, Jill T. Ehrenreich, Lauren C. Santucci, Sheila M. EybergAbstract:Separation Anxiety Disorder (SAD) is the most prevalent anxiety disorder experienced by Children, and yet empirical treatment studies of SAD in young Children are virtually nonexistent. This paper will describe the development and implementation of an innovative treatment for SAD in young Children. First, we will highlight the rationale for developing interventions specifically for SAD in young Children. Second, we will describe an existing empirically supported treatment, Parent-Child Interaction Therapy (PCIT; Brinkmeyer, M. Y., & Eyberg, S.M., (2003)), that may have particular applicability to very young Children with SAD and their parents. We present how results from 10 pilot participants were utilized to modify PCIT to better address the needs of Children with SAD and their families. The benefits and challenges of implementing this modified version of PCIT are reviewed, along with potential directions for future research in this area.
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parent Child Interaction therapy for disruptive behavior in Children with mental retardation a randomized controlled trial
Journal of Clinical Child and Adolescent Psychology, 2007Co-Authors: Daniel M Bagner, Sheila M. EybergAbstract:This article presents results of a randomized controlled trial examining the efficacy of Parent–Child Interaction Therapy (PCIT) for treating disruptive behaviors of young Children (ages 3 to 6) with mental retardation (MR) and comorbid oppositional defiant disorder. Thirty families were randomly assigned to an immediate treatment (IT) or waitlist (WL) control group. Results indicated that IT mothers interacted more positively with their Children after treatment than WL mothers, and their Children were more compliant after treatment. On parent-report measures, IT mothers reported fewer disruptive behaviors at home and lower parenting stress related to difficult Child behavior than WL mothers after treatment. Whether evidence-based treatments for disruptive behavior require modification before application to Children with MR is discussed.
Cheryl B Mcneil - One of the best experts on this subject based on the ideXlab platform.
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parent Child Interaction therapy findings from an exploratory qualitative study with practitioners and foster parents
Qualitative Social Work, 2020Co-Authors: Katelyn Blair, James Topitzes, Erin N Winkler, Cheryl B McneilAbstract:This exploratory study examines practitioners’ and foster parents’ perceptions on use of Parent–Child Interaction Therapy in Child welfare. Focus groups were completed with Parent–Child Interaction...
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parent Child Interaction therapy current perspectives
Psychology Research and Behavior Management, 2017Co-Authors: Corey C Lieneman, Laurel A Brabson, April Highlander, Nancy M Wallace, Cheryl B McneilAbstract:Parent-Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in Children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006-2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher-Child Interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, Child maltreatment, and developmental delays), and implementation are discussed.
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examining the efficacy of parent Child Interaction therapy with Children on the autism spectrum
Journal of Child and Family Studies, 2016Co-Authors: Joshua J Masse, Cheryl B Mcneil, Stephanie M Wagner, Lauren B QuetschAbstract:Externalizing behaviors are a common component of the clinical presentation of autism spectrum disorders. Although traditionally used with typically-developing Children, parent–Child Interaction therapy (PCIT) is one behaviorally-based parent training program that has demonstrated success in increasing Child compliance, reducing problem behavior, and improving parent–Child communication. The study examined the efficacy of PCIT as a treatment for Children with autism spectrum disorders by employing a single subject, non-concurrent multiple baseline design across three subjects. Primary findings revealed increases in Child compliance, reductions in Child disruptive behavior, and improved parenting skills across participants. In addition, each caregiver reported high levels of satisfaction with the intervention. Results suggested that PCIT may be a treatment option for Children on the autism spectrum with co-occurring behavioral difficulties. Although the non-concurrent nature of the multiple baseline design is a limitation, this study replicates and extends previous research investigating the efficacy of PCIT with Children with autism and their parents.
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adapting parent Child Interaction therapy to foster care outcomes from a randomized trial
Research on Social Work Practice, 2016Co-Authors: Joshua P Mersky, James Topitzes, Stacey D Grantsavela, Michael J Brondino, Cheryl B McneilAbstract:Objective:This study presents outcomes from a randomized trial of a novel Parent-Child Interaction Therapy (PCIT) model for foster families. Differential effects of two intervention doses on Child externalizing and internalizing symptoms are examined.Method:A sample of 102 foster Children was assigned to one of three conditions—brief PCIT, extended PCIT, or wait-list control. The brief and extended groups received 2 days of PCIT training and 8 weeks of telephone consultation. The extended PCIT group received an additional booster training plus 6 more weeks of consultation. Wait-list controls received services as usual. Tests of change over time were estimated using mixed-model repeated measures analysis of covariance.Results:Compared to controls, Children in both PCIT groups exhibited a greater reduction in externalizing and internalizing scores over time. Pairwise contrasts of the two PCIT conditions yielded mixed results.Conclusion:Results indicate that PCIT can be tailored efficaciously for foster fami...
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enhancing foster parent training with parent Child Interaction therapy evidence from a randomized field experiment
Journal of The Society for Social Work and Research, 2015Co-Authors: Joshua P Mersky, James Topitzes, Colleen E Janczewski, Cheryl B McneilAbstract:AbstractObjective: Research indicates that foster parents often do not receive sufficient training and support to help them meet the demands of caring for foster Children with emotional and behavioral disturbances. Parent-Child Interaction Therapy (PCIT) is a clinically efficacious intervention for Child externalizing problems, and it also has been shown to mitigate parenting stress and enhance parenting attitudes and behaviors. However, PCIT is seldom available to foster families, and it rarely has been tested under intervention conditions that are generalizable to community-based Child welfare service contexts. To address this gap, PCIT was adapted and implemented in a field experiment using 2 novel approaches—group-based training and telephone consultation—both of which have the potential to be integrated into usual care. Method: This study analyzes 129 foster-parent-Child dyads who were randomly assigned to 1 of 3 conditions: (a) waitlist control, (b) brief PCIT, and (c) extended PCIT. Self-report and...
Karen S. Budd - One of the best experts on this subject based on the ideXlab platform.
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A Community Mental Health Implementation of Parent-Child Interaction Therapy (PCIT)
Journal of child and family studies, 2010Co-Authors: Aaron R Lyon, Karen S. BuddAbstract:Parent-Child Interaction Therapy (PCIT) has been identified as an evidence-based practice in the treatment of externalizing behavior among preschool-aged youth. Although considerable research has established its efficacy, little is known about the effectiveness of PCIT when delivered in a community mental health setting with underserved youth. The current pilot study investigated an implementation of PCIT with primarily low-socioeconomic status, urban, ethnic minority youth and families. The families of 14 clinically referred Children aged 2-7 years and demonstrating externalizing behavior completed PCIT initial assessment, and 12 began treatment. Using standard PCIT completion criteria, 4 families completed treatment; and these families demonstrated clinically significant change on observational and self-report measures of parent behavior, parenting stress, and Child functioning. Although treatment dropouts demonstrated more attenuated changes, observational data and parent-reported problems across sessions indicated some improvements with lower doses of intervention. Attendance and adherence data, referral source, barriers to treatment participation, and treatment satisfaction across completers and dropouts are discussed to highlight differences between the current sample and prior PCIT research. The findings suggest that PCIT can be delivered successfully in an underserved community sample when families remain in treatment, but that premature dropout limits treatment effectiveness. The findings suggest potential directions for research to improve uptake of PCIT in a community service setting.
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effectiveness of teacher Child Interaction training tcit in a preschool setting
Behavior Modification, 2009Co-Authors: Aaron R Lyon, Rachel A Gershenson, Peter J Thaxter, Steven Behling, Farahnaz K Farahmand, Karen S. BuddAbstract:This research addressed the need for trained Child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority Children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg’s Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool teachers’ positive attention skills and consistent discipline in order to enhance Children’s psychosocial functioning and prevent mental health problems. A total of 12 teachers participated in small-group workshop sessions with in vivo coaching on their use of skills in the classroom. A multiple-baseline design across four classrooms (3 teachers each) evaluated effects of training on teacher behaviors during weekly classroom observations. Findings indicated systematic increases in trained skills during intervention, and consumer evaluations showed that the training was rated positively. Our results suggest that TCIT is a promising approach for enhancing positive ...
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Effectiveness of Teacher-Child Interaction Training (TCIT) in a preschool setting.
Behavior modification, 2009Co-Authors: Aaron R Lyon, Rachel A Gershenson, Peter J Thaxter, Steven Behling, Farahnaz K Farahmand, Karen S. BuddAbstract:This research addressed the need for trained Child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority Children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool teachers' positive attention skills and consistent discipline in order to enhance Children's psychosocial functioning and prevent mental health problems. A total of 12 teachers participated in small-group workshop sessions with in vivo coaching on their use of skills in the classroom. A multiple-baseline design across four classrooms (3 teachers each) evaluated effects of training on teacher behaviors during weekly classroom observations. Findings indicated systematic increases in trained skills during intervention, and consumer evaluations showed that the training was rated positively. Our results suggest that TCIT is a promising approach for enhancing positive teacher-Child Interactions in a preschool setting and should receive further investigation.
Aaron R Lyon - One of the best experts on this subject based on the ideXlab platform.
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A Community Mental Health Implementation of Parent-Child Interaction Therapy (PCIT)
Journal of child and family studies, 2010Co-Authors: Aaron R Lyon, Karen S. BuddAbstract:Parent-Child Interaction Therapy (PCIT) has been identified as an evidence-based practice in the treatment of externalizing behavior among preschool-aged youth. Although considerable research has established its efficacy, little is known about the effectiveness of PCIT when delivered in a community mental health setting with underserved youth. The current pilot study investigated an implementation of PCIT with primarily low-socioeconomic status, urban, ethnic minority youth and families. The families of 14 clinically referred Children aged 2-7 years and demonstrating externalizing behavior completed PCIT initial assessment, and 12 began treatment. Using standard PCIT completion criteria, 4 families completed treatment; and these families demonstrated clinically significant change on observational and self-report measures of parent behavior, parenting stress, and Child functioning. Although treatment dropouts demonstrated more attenuated changes, observational data and parent-reported problems across sessions indicated some improvements with lower doses of intervention. Attendance and adherence data, referral source, barriers to treatment participation, and treatment satisfaction across completers and dropouts are discussed to highlight differences between the current sample and prior PCIT research. The findings suggest that PCIT can be delivered successfully in an underserved community sample when families remain in treatment, but that premature dropout limits treatment effectiveness. The findings suggest potential directions for research to improve uptake of PCIT in a community service setting.
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effectiveness of teacher Child Interaction training tcit in a preschool setting
Behavior Modification, 2009Co-Authors: Aaron R Lyon, Rachel A Gershenson, Peter J Thaxter, Steven Behling, Farahnaz K Farahmand, Karen S. BuddAbstract:This research addressed the need for trained Child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority Children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg’s Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool teachers’ positive attention skills and consistent discipline in order to enhance Children’s psychosocial functioning and prevent mental health problems. A total of 12 teachers participated in small-group workshop sessions with in vivo coaching on their use of skills in the classroom. A multiple-baseline design across four classrooms (3 teachers each) evaluated effects of training on teacher behaviors during weekly classroom observations. Findings indicated systematic increases in trained skills during intervention, and consumer evaluations showed that the training was rated positively. Our results suggest that TCIT is a promising approach for enhancing positive ...
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Effectiveness of Teacher-Child Interaction Training (TCIT) in a preschool setting.
Behavior modification, 2009Co-Authors: Aaron R Lyon, Rachel A Gershenson, Peter J Thaxter, Steven Behling, Farahnaz K Farahmand, Karen S. BuddAbstract:This research addressed the need for trained Child care staff to support optimal early social-emotional development in urban, low-income, ethnic minority Children. We evaluated effectiveness of Teacher-Child Interaction Training (TCIT), an approach adapted from Eyberg's Parent-Child Interaction Therapy (PCIT). TCIT focuses on increasing preschool teachers' positive attention skills and consistent discipline in order to enhance Children's psychosocial functioning and prevent mental health problems. A total of 12 teachers participated in small-group workshop sessions with in vivo coaching on their use of skills in the classroom. A multiple-baseline design across four classrooms (3 teachers each) evaluated effects of training on teacher behaviors during weekly classroom observations. Findings indicated systematic increases in trained skills during intervention, and consumer evaluations showed that the training was rated positively. Our results suggest that TCIT is a promising approach for enhancing positive teacher-Child Interactions in a preschool setting and should receive further investigation.
Donna B. Pincus - One of the best experts on this subject based on the ideXlab platform.
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extending parent Child Interaction therapy for early Childhood internalizing problems new advances for an overlooked population
Clinical Child and Family Psychology Review, 2014Co-Authors: Aubrey L Carpenter, Donna B. Pincus, Anthony C Puliafico, Steven M S Kurtz, Jonathan S ComerAbstract:Although efficacious psychological treatments for internalizing disorders are now well established for school-aged Children, until recently there have regrettably been limited empirical efforts to clarify indicated psychological intervention methods for the treatment of mood and anxiety disorders presenting in early Childhood. Young Children lack many of the developmental capacities required to effectively participate in established treatments for mood and anxiety problems presenting in older Children, making simple downward extensions of these treatments for the management of preschool internalizing problems misguided. In recent years, a number of research groups have successfully adapted and modified parent–Child Interaction therapy (PCIT), originally developed to treat externalizing problems in young Children, to treat various early internalizing problems with a set of neighboring protocols. As in traditional PCIT, these extensions target Child symptoms by directly reshaping parent–Child Interaction patterns associated with the maintenance of symptoms. The present review outlines this emerging set of novel PCIT adaptations and modifications for mood and anxiety problems in young Children and reviews preliminary evidence supporting their use. Specifically, we cover (a) PCIT for early separation anxiety disorder; (b) the PCIT-CALM (Coaching Approach behavior and Leading by Modeling) Program for the full range of early anxiety disorders; (c) the group Turtle Program for behavioral inhibition; and (d) the PCIT-ED (Emotional Development) Program for preschool depression. In addition, emerging PCIT-related protocols in need of empirical attention—such as the PCIT-SM (selective mutism) Program for young Children with SM—are also considered. Implications of these protocols are discussed with regard to their unique potential to address the clinical needs of young Children with internalizing problems. Obstacles to broad dissemination are addressed, and we consider potential solutions, including modular treatment formats and innovative applications of technology.
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The Implementation of Modified Parent-Child Interaction Therapy for Youth with Separation Anxiety Disorder
Cognitive and Behavioral Practice, 2008Co-Authors: Donna B. Pincus, Jill T. Ehrenreich, Lauren C. Santucci, Sheila M. EybergAbstract:Separation Anxiety Disorder (SAD) is the most prevalent anxiety disorder experienced by Children, and yet empirical treatment studies of SAD in young Children are virtually nonexistent. This paper will describe the development and implementation of an innovative treatment for SAD in young Children. First, we will highlight the rationale for developing interventions specifically for SAD in young Children. Second, we will describe an existing empirically supported treatment, Parent-Child Interaction Therapy (PCIT; Brinkmeyer, M. Y., & Eyberg, S.M., (2003)), that may have particular applicability to very young Children with SAD and their parents. We present how results from 10 pilot participants were utilized to modify PCIT to better address the needs of Children with SAD and their families. The benefits and challenges of implementing this modified version of PCIT are reviewed, along with potential directions for future research in this area.
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parent Child Interaction therapy for treatment of separation anxiety disorder in young Children a pilot study
Cognitive and Behavioral Practice, 2005Co-Authors: Molly L. Choate, Donna B. Pincus, Sheila M. Eyberg, David H BarlowAbstract:Research suggests that Parent-Child Interaction therapy (PCIT) works to improve the Child's behavior by changing the Child-parent Interaction. PCIT has been effective in treating disruptive behavior in young Children. This article describes a pilot study to apply PCIT to the treatment of separation anxiety disorder (SAD). A multiple-baseline design was used with 3 families with a Child between the ages of 4 and 8 who had a principal diagnosis of SAD. Following treatment with PCIT, clinically significant change in separation anxiety was observed on all measures. Disruptive behaviors also decreased following treatment. Treatment gains were maintained at a 3-month follow-up interval. These findings suggest that PCIT may be particularly useful for treatment of young Children with SAD, the most prevalent yet underresearched anxiety disorder of Childhood. The results of this study support research delineating the important contribution of family factors to anxiety in Childhood. Several mechanisms are proposed that may account for the dramatic decrease in separation-anxious behaviors seen in Children during PCIT, including increased levels of Child control, increased social reinforcement of brave behaviors, improved parent-Child attachment, and decreased levels of parent anxiety. Results of this study provide promising initial evidence that PCIT may be efficacious for treating young Children with SAD. A randomized clinical trial is warranted to further elucidate the efficacy of PCIT for treatment of SAD in young Children.
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Adapting Parent-Child Interaction Therapy for Young Children with Separation Anxiety Disorder.
Education and Treatment of Children, 2005Co-Authors: Donna B. Pincus, Sheila M. Eyberg, Molly L. ChoateAbstract:Separation Anxiety Disorder (SAD) is currently the most prevalent, yet most under-researched anxiety disorder in Childhood. To date, there have been few studies investigating the efficacy of interventions for young Children with SAD. The primary purpose of this paper is to describe the process of tailoring Parent Child Interaction Therapy (PCIT) for young Children aged 4-8 with SAD. The paper provides a theoretical rationale for using PCIT to treat young Children with SAD. The first randomized clinical trial for young Children with SAD is then described. The paper focuses on the process of adapting PCIT to make it most relevant for Children with SAD. The specific challenges and rewards of conducting PCIT with anxious Children and their parents are presented.
