Parent Child Interaction Therapy Dyadic Parent Child Interaction Coding System Dpics Interrater Reliability With Live Versus Video Coding
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Parent-Child Interaction Therapy Dyadic Parent-Child Interaction Coding System (DPICS): Interrater Reliability with Live Versus Video Coding
"Parent Child Interaction Therapy (PCIT), is an evidence based treatment for children with disruptive behavior disorders. Throughout PCIT, the clinician observes the parent and child playing together during structured activities and the clinician codes the interaction using the DPICS. During the pre-treatment process, the clinician gathers information via the DPICS about specific challenges in the interaction between the parent and the child to determine if PCIT is a good fit and to establish treatment goals. The DPICS is then used for pre-, during-, and post-treatment assessments throughout treatment. While there is preliminary evidence that POT conducted in ASL is effective with deaf families, it is time to explore the specific components, namely the DPICS coding system, to ensure that it is utilized most effectively with these families. The results of this study indicated that the majority of the sessions reviewed had 70% or higher (n=24) reliability for the live versus video coding; however, significantly less than the majority (i.e., 25%) of the live versus video coding had reliability of 80% or above. Visual analyses indicated improvement in live coding across sessions, suggesting that reliability improves over time. Analyses of videos suggested unique linguistic considerations for the DPICS when used for ASL and justifies the implementation of an addendum to address specific ASL coding rules." -- Abstract
Psychoeducational Assessment of Preschool Children
Psychoeducational Assessment of Preschool Children, Fifth Edition, provides academics and school-based practitioners such as psychologists, speech-language pathologists, and social workers with an up-to-date guide to the assessment of young children. Long recognized as the standard text and reference in its field, this comprehensive, skill-building overview is organized into four sections: foundations, ecological assessment, assessment of developmental domains, and special considerations. Chapters written by recognized scholars in the field cover theory, research, and application. This thoroughly revised new edition addresses current developments in preschool assessment, new policies and legislation, and student/family population demographics.
Parent—Child Interaction Therapy
Author: Toni L. Hembree-Kigin
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-06-29
The development and evaluation of Parent-Child Interaction Therapy (PCIT) has been a very rewarding aspect of my academic career, and I am excited to see the program detailed in this excellent clinical guide. PCIT is a short-term intervention with documented effectiveness that has much to offer mental health professionals who work with young behaviorally disordered children. After approximately 12 therapy hours, improvements can be seen in parenting stress levels, parent-child interactional patterns, parenting skills, child disruptiveness, and child compliance. Yet, prior to the publication of this practitioner guide book, relatively few child therapists have had exposure to this innovative treatment approach. The development of PCIT began in the early 1970s. I had recently completed a doctoral program focusing on behavioral parent-training procedures and a postdoctoral experience emphasizing traditional play therapy approaches with children. Despite the wide theoretical gap between these two orientations, I recognized that each had valuable therapeutic elements that could contribute to an overall treatment package. It became an exciting challenge to integrate traditional and behavioral concerns. I was particularly interested in developing a child behavior modification program with strong relationship-based components. The work of my colleague, Constance Hanf, had a direct influence on the development of PCIT. Hanf outlined a two-stage, operant model for modifying the noncompliant behavior of young children. The first stage emphasized following the child's lead and using differential attention during play sessions.