scholarly journals Stage 1 Registered Report: The experiences and perceptions of parent-child interaction therapy for parents of young children with communication difficulties: A qualitative evidence synthesis protocol

2019 ◽  
Vol 2 ◽  
pp. 36
Author(s):  
Ciara O'Toole ◽  
Rena Lyons ◽  
Donna Ó’Doibhlín ◽  
Fia O’Farrell ◽  
Catherine Houghton
Keyword(s):  
Young Children ◽  
Best Practice ◽  
Evidence Synthesis ◽  
Qualitative Evidence Synthesis ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Qualitative Evidence ◽  
Communication Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

Background: Parent-child interaction therapy is an early intervention for children with speech, language and communication difficulties. It involves training parents and caregivers on the importance of responsivity and language input in daily interactions and coaches them on strategies to implement this with the children. As the success of the intervention is heavily influenced by caregiver engagement, understanding and acceptance, it is important to consider their views. However, to date there has been limited work on synthesizing parental views of this intervention. Methods: This is a protocol for a qualitative evidence synthesis of peer-reviewed papers addressing the experiences and perceptions of parent-child interaction therapy for parents of young children with communication difficulties. We will complete a systematic search of 11 databases, review the reference lists and complete a cited reference search of all included studies. Two authors will independently screen tests for inclusion, initially by title and abstract, with full-text screening as necessary. Thematic synthesis will be used for all included studies. We will appraise the quality of included studies using CASP and confidence in the review findings using GRADE CERQual. Discussion: The findings from this synthesis will help to guide best practice and policy for the implementation of parent child interaction therapy by considering the views of parents.

scholarly journals Stage 1 Registered Report: The experiences and perceptions of parent-child interaction therapy for parents of young children with communication difficulties: A qualitative evidence synthesis protocol

2020 ◽  
Vol 2 ◽  
pp. 36
Author(s):  
Ciara O'Toole ◽  
Rena Lyons ◽  
Donna Ó’Doibhlín ◽  
Fia O’Farrell ◽  
Catherine Houghton
Keyword(s):  
Best Practice ◽  
Evidence Synthesis ◽  
Qualitative Evidence Synthesis ◽  
Language Therapy ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Qualitative Evidence ◽  
Communication Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

Background: Parent-child interaction therapy refers to a group of interventions mediated by trained parents to address areas of developmental difficulties in children. In the field of speech and language therapy it is used in early intervention for children with speech, language and communication difficulties. The intervention involves training parents and caregivers on the importance of responsivity and language input in daily interactions and coaches them on strategies to implement these with the children. As the success of the intervention is heavily influenced by caregiver engagement, understanding and acceptance, it is important to consider their views. However, to date there has been limited work on synthesising parental views of this intervention. Methods: This is a protocol for a qualitative evidence synthesis of peer-reviewed qualitative papers addressing the experiences and perceptions of parent-child interaction therapy for parents of children with communication difficulties. We will complete a systematic search of 11 databases, review the reference lists and complete a cited reference search of all included studies. Two authors will independently screen tests for inclusion, initially by title and abstract, with full-text screening as necessary. Thematic synthesis will be used for all included studies. We will appraise the quality of included studies using CASP and confidence in the review findings using GRADE CERQual. Discussion: As the views of parents are pivotal in the success of this intervention, the findings from this synthesis should  help to guide best practice and policy for the future implementation of parent child interaction therapy for children with communication difficulties..

A Qualitative Evidence Synthesis of Parental Experiences and Perceptions of Parent–Child Interaction Therapy for Preschool Children With Communication Difficulties

2021 ◽  
pp. 1-27
Author(s):  
Ciara O'Toole ◽  
Rena Lyons ◽  
Catherine Houghton
Keyword(s):  
Preschool Children ◽  
Evidence Synthesis ◽  
Qualitative Evidence Synthesis ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Qualitative Evidence ◽  
Parental Views ◽  
Communication Difficulties ◽  
Parent Child Interaction ◽  
Parent Child

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

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.

Parent–Child Interaction Therapy-Callous Unemotional Adaptation for a Preschool Boy With Conduct Problems

2020 ◽  
Vol 19 (5) ◽  
pp. 370-385
Author(s):  
Heather Agazzi ◽  
Kimberly Knap ◽  
Eva R. Kimonis
Keyword(s):  
Young Children ◽  
Conduct Problems ◽  
Behavioral Management ◽  
Parent Child Interaction Therapy ◽  
Cu Traits ◽  
Callous Unemotional ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

Young children with conduct problems (CPs) and elevated callous unemotional (CU) traits (CP+CU) show more severe, stable, and aggressive CPs relative to children with CP traits alone. Children with CP+CU tend to benefit less from traditional treatment modalities for child CPs that rely on social attention and punishments compared with children with CP-alone, but respond well to reward-based behavioral management strategies. Emerging research suggests that the Parent–Child Interaction Therapy-Callous Unemotional adaptation (PCIT-CU) may be a compelling mechanistically targeted intervention for young children with CP+CU. This case study presents the treatment of a 4½-year-old boy with oppositional defiant disorder (ODD), attention-deficit/hyperactivity disorder–combined presentation (ADHD-C), and CU traits using PCIT-CU. Findings from this case study include (a) improvement in CP that was maintained at 4-month follow-up, (b) reduced parent ratings of CU traits over the course of treatment, (c) reduced negative parenting practices, and (d) preliminary support for adapting parent behavioral management training interventions for young children with CP+CU and comorbid ADHD-C.

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