Methylphenidate Has Superior Efficacy Over Parent–Child Interaction Therapy for Preschool Children with Disruptive Behaviors

Purpose Parent–child interaction therapy refers to a number of interventions mediated by trained parents to treat developmental difficulties, including speech, language, and communication. Understanding the experiences of parents who take part in parent–child interaction therapy is a key aspect of determining how this intervention can be implemented successfully. However, to date, there has been limited work on synthesizing parental views of this intervention. Method We used qualitative evidence synthesis that involved searching the literature for qualitative studies addressing the experiences and perceptions of parent–child interaction therapy for parents of preschool children with communication difficulties. We identified 27 studies (from 32 publications) and synthesized the data using thematic synthesis. We appraised the quality of included studies using Critical Appraisal Skills Programme (CASP) and assessed our confidence in the review findings using GRADE Confidence in the Evidence from Reviews of Qualitative research (CERQual). Results At the beginning of this intervention, parents may have competing demands and varied expectations about the intervention. Their engagement is facilitated when the intervention is tailored to their individual family, their preferences for learning, and when they have a trusting relationship with the clinician. At the end of the intervention, although most parents perceive an improvement in their child's communication and feel empowered to facilitate this, they have concerns about their child's future needs. Conclusions It is important that clinicians explore parents' readiness for this intervention by discussing their needs and preferences openly, and that they facilitate their engagement through a supportive relationship. They also need to consider how parents will transition out of the intervention and continue to support their child's language development. Supplemental Material https://doi.org/10.23641/asha.14978454

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The Efficacy of Parent-Child Interaction Therapy (PCIT) in Children with Attention Problems, Hyperactivity, and Impulsivity in Dubai

Case Reports in Psychiatry ◽

10.1155/2021/5588612 ◽

2021 ◽

Vol 2021 ◽

pp. 1-4

Author(s):

Saad A. Al Sehli ◽

Maya Helou ◽

Meshal A. Sultan

Keyword(s):

Young Children ◽

Therapeutic Option ◽

Disruptive Behaviors ◽

Externalizing Symptoms ◽

Attention Problems ◽

Kindergarten Children ◽

Parent Child Interaction Therapy ◽

Child Interaction ◽

Parent Child Interaction ◽

Parent Child

Disruptive behaviors can be associated with significant functional impairment. Early intervention for young children is essential to prevent long-term consequences. Parent-Child Interaction Therapy (PCIT) is a psychotherapeutic intervention, which has shown to be effective for children with externalizing symptoms. We present the treatment course of PCIT for two kindergarten children. The first has Attention-Deficit/Hyperactivity Disorder (ADHD), and the second has frontal lobe epilepsy. Both presented with attention problems, hyperactivity, and impulsivity associated with significant impairment in multiple settings. Two certified PCIT therapists provided 17 sessions to the parents of the first patient and 25 sessions to the parents of the second patient. Most of the sessions were in-person; however, some were “virtual” due to the circumstances associated with the COVID-19 pandemic. Parents of both patients achieved the “mastery” criteria. In both cases, PCIT contributed to improving the disruptive behaviors. PCIT may serve as an effective therapeutic option for young children with externalizing symptoms in Dubai.

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

Autism ◽

10.1177/1362361319855851 ◽

2019 ◽

Vol 24 (1) ◽

pp. 160-176 ◽

Cited By ~ 6

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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