scholarly journals Early Intervention for Stuttering: Similarities and Differences Between Two Programs

2014 ◽  
Vol 24 (1) ◽  
pp. 8-19 ◽  
Author(s):  
Veronique Aumont Boucand ◽  
Sharon Millard ◽  
Ann Packman
Keyword(s):  
Early Intervention ◽  
Preschool Age ◽  
Evidence Based ◽  
Discussion Session ◽  
Hypothetical Case ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Oral Discussion ◽  
Similarities And Differences ◽  
Parent Child Interaction

In this paper, two proponents of different approaches to early stuttering discuss how they would manage a hypothetical case of stuttering in a preschool-age girl. Two evidence-based approaches are discussed: Palin Parent-Child Interaction Therapy and the Lidcombe Program. This paper arose from an oral discussion session held at the International Fluency Association Conference in Tours, France in 2012.

Parent-Child Interaction Therapy: A GRIM Conceptual Replication

2021 ◽  
Author(s):  
Andrew J. Kelly
Keyword(s):  
Social Psychology ◽  
Child Behavior Problems ◽  
Evidence Based ◽  
Mathematical Technique ◽  
Evidence Based Treatment ◽  
Parent Child Interaction Therapy ◽  
Psychological Science ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Brown and Heathers (2017) introduced a mathematical technique to detect statistical irregularities in reported statistics in scientific articles, which they named Granularity-Related Inconsistency of Means (GRIM). Focusing mostly on social psychology, the technique revealed nearly a third of published manuscripts in respected journals contained statistical anomalies. To this point, there has been no survey using the GRIM technique in clinical psychology. Parent-Child Interaction Therapy (PCIT) is an evidence-based treatment for child behavior problems with a long record of research with many impressive findings. PCIT presents a new context within which to further test the GRIM technique and to better understand how widespread statistical irregularities occur throughout psychological science. Of the PCIT manuscripts that I evaluated (N = 24), over half (N = 17; 70.83%) contained at least one statistical anomaly. From these 17 manuscripts, only 4 (23.53%) of corresponding authors who were contacted responded to an inquiry about that anomaly. These results slightly differ from the original GRIM paper, with a higher percentage of PCIT manuscripts containing GRIM inconsistencies and with a lower rate of sharing data.

scholarly journals Time-Out with Young Children: A Parent-Child Interaction Therapy (PCIT) Practitioner Review

2021 ◽  
Vol 19 (1) ◽  
pp. 145
Author(s):  
Melanie Woodfield ◽  
Irene Brodd ◽  
Sarah Hetrick
Keyword(s):  
Young Children ◽  
Parent Training ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Time Out ◽  
Parent Child Interaction ◽  
Training Programmes ◽  
Parent Child

Time-out is a component of many evidence-based parent training programmes for the treatment of childhood conduct problems. Existing comprehensive reviews suggest that time-out is both safe and effective when used predictably, infrequently, calmly and as one component of a collection of parenting strategies—i.e., when utilised in the manner advocated by most parent training programmes. However, this research evidence has been largely oriented towards the academic community and is often in conflict with the widespread misinformation about time-out within communities of parents, and within groups of treatment practitioners. This dissonance has the potential to undermine the dissemination and implementation of an effective suite of treatments for common and disabling childhood conditions. The parent-practitioner relationship is integral to the success of Parent-Child Interaction Therapy (PCIT), an evidence-based treatment which involves live coaching of parent(s) with their young child(ren). Yet this relationship, and practitioner perspectives, attitudes and values as they relate to time-out, are often overlooked. This practitioner review explores the dynamics of the parent-practitioner relationship as they apply to the teaching and coaching of time-out to parents. It also acknowledges factors within the clinical setting that impact on time-out’s use, such as the views of administrators and professional colleagues. The paper is oriented toward practitioners of PCIT but is of relevance to all providers of parent training interventions for young children.

Therapists’ Attitudes Toward Evidence-Based Practices and Implementation of Parent–Child Interaction Therapy

2012 ◽  
Vol 17 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Melanie McDiarmid Nelson ◽  
Jenelle R. Shanley ◽  
Beverly W. Funderburk ◽  
Elizabeth Bard
Keyword(s):  
Parent Training ◽  
Evidence Based ◽  
Therapist Attitudes ◽  
Evidence Based Practices ◽  
Parent Child Interaction Therapy ◽  
Online Consultation ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Changing Attitudes ◽  
Parent Child

Child abuse and neglect affects many families each year, but evidence-based parent training programs can be instrumental in reducing maltreatment. Parent–Child Interaction Therapy, a parent training program developed for treatment of disruptive child behavior, has demonstrated effectiveness with families at risk of or exposed to child maltreatment. However, methods for disseminating this evidence-based intervention in community settings are not well understood. This study examined the association between community-based therapists’ attitudes toward evidence-based practices (EBPs) and their participation in an implementation research project in which they received two forms of consultation. Results showed that therapists’ self-reported unwillingness to diverge from EBPs was positively associated with their use of phone consultation and satisfaction with consultation. The degree to which therapists found EBPs appealing was positively associated with satisfaction as well. Open therapist attitudes toward EBPs were associated with greater attendance for online consultation. The next step in this line of research is to examine how therapists’ attitudes toward EBPs can be improved, if changing attitudes affects therapist acquisition of treatment skills, and if such improvements enhance implementation efforts.

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