How is participation in parent-child-interaction-focused and parenting-skills-focused courses associated with child development?

2017 ◽  
Vol 38 (4) ◽  
pp. 411-428 ◽  
Author(s):  
Franziska Wilke ◽  
Axinja Hachfeld ◽  
Yvonne Anders
Keyword(s):  
Child Development ◽  
Parenting Skills ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

A Role-Play Test of Parent–Child Interaction

1982 ◽  
Vol 10 (2) ◽  
pp. 146-161 ◽  
Author(s):  
Geoff Thorley ◽  
William Yule
Keyword(s):  
Parent Training ◽  
Role Play ◽  
Parenting Skills ◽  
Behaviour Modification ◽  
Training Exercise ◽  
Child Interaction ◽  
Test Instrument ◽  
Parent Child Interaction ◽  
Training Programmes ◽  
Parent Child

A test instrument is presented which utilises role-play techniques to assess parenting skills in terms of behaviour modification techniques. The validity of the test is confirmed by its ability to measure established parenting skills as well as those acquired in a parent training exercise. The test should prove to be particularly useful in evaluating parent training programmes.

scholarly journals Implementation of Virtual Reality to Parent-Child Interaction Therapy for Enhancement of Positive Parenting Skills: The Study Protocol

2021 ◽  
Author(s):  
Iza C.A. Scherpbier ◽  
Mariëlle E. Abrahamse ◽  
Robert G. Belleman ◽  
Arne Popma ◽  
Ramón J.L. Lindauer
Keyword(s):  
Virtual Reality ◽  
Positive Parenting ◽  
Disruptive Behaviour ◽  
Type I ◽  
Parenting Skills ◽  
Home Setting ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Abstract Background: Disruptive behaviour is a common reason that young children are referred to child and adolescent mental health care services worldwide. Research indicates that treatments for child disruptive behaviour where parents are the primary agents of change are most impactful. Parent-Child Interaction Therapy (PCIT) is an effective parent management training program, currently implemented in therapeutic settings within the Netherlands. If parenting skills have been mastered, PCIT has shown to make impactful long-term improvements on parental warmth, responsiveness and effectiveness. The current study aims to increase the proven effectiveness of PCIT by increasing accessibility and impact of the treatment with a focus on strengthening positive parenting skills. To enhance the skills from the therapy, the current study will implement a Virtual Reality (VR) element for additional practice in the home-setting. We expect that if the positive parenting skills are trained by implementing the VR-element, skill mastery will be achieved sooner, treatment completion rates will increase and the parent-child relationship will better, whilst parental stress and child disruptive behaviour will decrease.Methods: Fifteen children (ages 2 to 7 years old) with disruptive behaviour and their parents will followed throughout their PCIT-VR treatment. Using a non-concurrent multiple baseline Single-Case Experimental Design (SCED) with three phases, fifteen families will fill out questionnaires weekly, in addition to having pre-, and post-treatment and follow-up measurements to monitor their positive parenting skills, child disruptive behaviour, parenting stress and VR progress. Moreover, the quantitative information and qualitative interviews will be analysed visually and statistically and summarised to provide a complete picture of experiences from both parents and therapists. Discussion: The SCED - with its phased design, randomisation and the opportunity to replicate and assess both individual and group treatment effects - and adaptability of the VR technology are the strengths of the study. The risks of increased type I errors, maturation effects or technological failure will be mitigated with the right statistical support. The current study aims to enhance the scope of the treatment through the additional skill training, ultimately in support of routinely implementing VR at scale within PCIT.

Effect of the Attachment and Child Health Parent Training Program on Parent–Child Interaction Quality and Child Development

2020 ◽  
Vol 52 (2) ◽  
pp. 157-168
Author(s):  
Lubna Anis ◽  
Nicole Letourneau ◽  
Karen Benzies ◽  
Carol Ewashen ◽  
Martha J. Hart
Keyword(s):  
Child Development ◽  
Child Health ◽  
Controlled Trial ◽  
Child Interaction ◽  
Chronic Stressors ◽  
Ages And Stages Questionnaire ◽  
Quasi Experimental ◽  
Parent Child Interaction ◽  
And Child Health ◽  
Parent Child

Background Exposure to chronic stressors (poverty, addiction, family violence) in early life can derail children’s development. Interventions focused on parental reflective function may promote parents’ abilities to regulate their feelings and behaviors toward their children and buffer the impact of chronic stressors on children’s development by nurturing high-quality parent–child interaction. Purpose To test the effectiveness of parental reflective function-focused intervention entitled Attachment and Child Health on parent–child interaction and child development. Methods We conducted two pilots with vulnerable mothers and children <36 months. Randomized controlled trial (n = 20) and quasi-experimental (n = 10) methods tested the effect of Attachment and Child Health on parent–child interaction via Parent–Child Interaction Teaching Scale (PCITS) and on child development via Ages and Stages Questionnaire (ASQ-3) and Ages and Stages Questionnaire—Social Emotional (ASQSE). We employed analysis of covariance and t-tests to examine the outcomes. Results For randomized controlled trial, we found significant improvements in PCITS parent total, combined total, and cognitive growth fostering scores, and ASQ-3 personal-social scores post-intervention. For quasi-experimental study, we found significant improvements in PCITS combined total, sensitivity to cues, response to child’s distress, and responsiveness to caregiver scores. Conclusion Incorporating Attachment and Child Health contributed to effective programming for vulnerable families with young children.

Parent–Child Interaction Therapy for children with autism spectrum disorder and a matched case-control sample

Autism ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 160-176 ◽  
Author(s):  
Meaghan V Parladé ◽  
Allison Weinstein ◽  
Dainelys Garcia ◽  
Amelia M Rowley ◽  
Nicole C Ginn ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Disruptive Behaviors ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Parenting Skills ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Parent–Child Interaction Therapy is an empirically based, behavioral parent training program for young children exhibiting disruptive behaviors. Parent–Child Interaction Therapy shows promise for treating disruptive behaviors in children with autism spectrum disorder. Treatment processes (i.e. treatment length and homework compliance), parenting skills, parenting stress, and behavioral outcomes (i.e. disruptive and externalizing behaviors and executive functioning) were compared in 16 children with autism spectrum disorder and 16 children without autism spectrum disorder matched on gender, age, and initial intensity of disruptive behaviors. Samples were statistically similar in terms of child receptive language, child race and ethnicity, parent age, gender and education, and number of two-parent families in treatment. Families received standard, mastery-based Parent–Child Interaction Therapy. Both groups demonstrated significant and clinically meaningful improvements in child disruptive and externalizing behavior and executive functioning, parenting skills, and parenting stress. Length of treatment, homework compliance, and parent and child outcomes did not differ significantly between groups. A subset of children with autism spectrum disorder also showed significant improvements in social responsiveness, adaptive skills, and restricted/repetitive behaviors. This study replicates and extends prior research by demonstrating that children with and without autism spectrum disorder experience similar benefits following Parent–Child Interaction Therapy. Findings may expand the availability and dissemination of time-limited, evidence-based interventions for autism spectrum disorder and comorbid disruptive behaviors.

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