Predictors of Parent Engagement in Community-Based Parent–Child Interaction Therapy: A Brief Report

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2021-12-01 DOI:10.1177/10538151211057553

Emma W. Nathanson, Kristin M. Rispoli, Rachel Piper, Suzi Naguib

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引用次数: 1

Abstract

Despite substantial empirical support, correlates of retention and success in community-based parent–child interaction therapy (PCIT) implementation are not well defined. Widespread application of PCIT necessitates improved understanding of intervention components relating to family outcomes beyond highly controlled research trials. Using data collected as part of routine care, this study examined homework completion, time in intervention, and parent perceptions of pre-intervention behavioral issues as predictors of PCIT completion in a community-based sample. Subjects included 78 parents (49 women and 29 men) of 45 children (20 girls, 25 boys; mean age = 5.53 years) participating in PCIT in an outpatient behavioral health clinic in a small Midwestern U.S. city. Unlike previous controlled trials, homework completion did not predict child behavior growth or intervention completion. Reasons for early termination were examined thematically, and parent stress emerged as a possible avenue for future intervention in helping parents successfully complete PCIT. The issue of intervention dosage was also explored to see if families who prematurely terminated from PCIT still evidenced gains in child behavior.

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父母参与社区亲子互动治疗的预测因素：一份简短报告

尽管有大量的经验支持，但社区亲子互动治疗(PCIT)实施的保留和成功的相关性并没有很好地定义。PCIT的广泛应用需要在高度对照的研究试验之外，提高对与家庭结局相关的干预成分的理解。使用收集的数据作为常规护理的一部分，本研究在社区样本中检查了家庭作业完成情况、干预时间和家长对干预前行为问题的看法，作为PCIT完成情况的预测因素。受试者包括78名父母(49名女性和29名男性)45名儿童(20名女孩，25名男孩;平均年龄= 5.53岁)在美国中西部一个小城市的门诊行为健康诊所参加PCIT。与之前的对照试验不同，家庭作业的完成并不能预测儿童的行为成长或干预的完成。研究人员对提前终止治疗的原因进行了专题研究，发现家长压力是未来干预的可能途径，可以帮助家长成功完成PCIT。还探讨了干预剂量的问题，以了解过早终止PCIT的家庭是否仍能证明儿童行为有所改善。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.