Remotely delivering real-time parent training to the home: An initial randomized trial of Internet-delivered parent–child interaction therapy (I-PCIT).

Comer, Jonathan S.; Furr, Jami M.; Miguel, Elizabeth; Cooper‐Vince, Christine E.; Carpenter, Aubrey L.; Elkins, R. Meredith; Kerns, Caroline E.; Cornacchio, Danielle; Chou, Tommy; Coxe, Stefany; DeSerisy, Mariah; Sanchez, Amanda L.; Golik, Alejandra; Martín, Julio C.; Myers, Kathleen; Chase, R.

doi:10.1037/ccp0000230

Cited by 188 publications

(181 citation statements)

References 32 publications

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“…For these and other reasons, telepsychiatry has increased in prominence as a vehicle for individual and group treatment. Another study (Comer et al, 2017) found internet-delivered PCIT (I-PCIT) to be more effective than clinic based PCIT for 3-5 year olds with disruptive behavior disorders both at post-treatment (treatment response: 70% and 55%, respectively) and 6-month follow-up (55% and 40%, respectively); however, ADHD symptoms/diagnoses were not assessed. Findings indicated significant improvements in mother-rated ADHD symptoms, defiance/aggression, and social functioning as well as teacher-rated prosocial behavior.…”

Section: Barriers To Carementioning

confidence: 99%

Practitioner Review: Assessment and treatment of preschool children with attention‐deficit/hyperactivity disorder

Halperin

Marks

2019

Child Psychology Psychiatry

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Background Attention‐deficit/hyperactivity disorder (ADHD) often emerges during the preschool years and remains impairing throughout the life span. Early identification and intervention may yield lasting benefits that alter the often‐adverse trajectory of the disorder. Methods This Practitioner Review provides up‐to‐date information regarding the evaluation and treatment of ADHD in preschool children. The clinical presentation of ADHD in preschool children, its persistence into later childhood, the applicability of DSM‐5 criteria for preschoolers with ADHD, and early predictors of long‐term trajectories are addressed, as well as current findings from randomized controlled trials of both nonpharmacological and pharmacological interventions. Results Symptoms of hyperactivity/impulsivity extend down to age 3, but several inattention symptoms, as defined by DSM‐V, less accurately differentiate preschoolers with and without ADHD. Most preschool youth with ADHD symptoms continue to manifest symptoms and impairment into school‐age and adolescence. However, few predictors of persistence beyond early severity have been identified. Behavioral interventions constitute a first‐line treatment for preschool ADHD symptoms, with telepsychiatry increasing in prominence to help to mitigate financial, geographic, and/or logistical barriers to care. Pharmacological interventions, particularly psychostimulants, also confer demonstrable benefits, yet efficacy and safety profiles are less desirable relative to findings in school‐age youth. Conclusions Acute treatments have demonstrable efficacy, but do not appear to fundamentally alter underlying mechanisms or long‐term trajectories.

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Section: Barriers To Carementioning

confidence: 99%

Practitioner Review: Assessment and treatment of preschool children with attention‐deficit/hyperactivity disorder

Halperin

Marks

2019

Child Psychology Psychiatry

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“…Auch bezüglich Elterntrainings gibt es erste Evidenz für erfolgreiche Online-Verfahren. Die Untersuchung der internetbasierten Parent-Child Interaction Therapy (PCIT) im Vergleich mit der klinischen PCIT [12] zeigt, dass ein Training via Webcams und Bluetooth-Kopfhörern für die Eltern und Kinder gleichermaßen profitabel ist. Bezüglich wahrgenommener Barrieren zur Durchführung des Trainings wurde die internetbasierte Version von den Eltern sogar besser bewertet.…”

Section: Wirksamkeit Onlineunclassified

iHealth Diaries – how to do it right

Assmann¹,

Martens²,

Spiczak³

et al. 2018

PiD - Psychotherapie im Dialog

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Bei der Kommunikation zwischen Klinikern und Patienten ist aktuell nicht mehr Frage, ob diese auch digital stattfindet, sondern wie. Die bisherige Evidenz zeigt Ansätze, die internetbasierte und traditionelle Interventionen kombinieren. Interessant sind dabei u. a. die Möglichkeiten, die für Verlaufskontrolle und Nachsorge im klinischen Bereich entstehen. Der Beitrag skizziert Chancen und Grenzen zur Bestimmung von Qualitätskriterien.

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“…Parent involvement in intervention has repeatedly been associated with benefits such as increased opportunities for learning, as well as positive generalization and maintenance outcomes (Dogan et al, ; Heitzmann‐Powell, Buzhardt, Rusinko, & Miller, ). Involving parents in intervention can benefit children, parents, and practitioners by saving time and resources (Dogan et al, ), and can overcome some of the barriers that restrict access to intervention for families (e.g., cost, availability, accessibility; Comer et al, ; Heitzmann‐Powell et al, ).…”

mentioning

confidence: 99%

An evaluation of parents as behavior change agents in the Preschool Life Skills program

Gunning

Holloway

Grealish

2020

J of App Behav Analysis

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Parental involvement in intervention can support intervention efficacy, improve generalization, and increase accessibility. The Preschool Life Skills (PLS) program is designed to teach 13 preschool life skills and prevent problem behavior. The current study explores the utility of the PLS program as delivered by parents. In Experiment 1, 6 parents were taught to use the PLS program at home with their typically developing children (3 years 3 months to 4 years 11 months). This application of the PLS program led to an increase in preschool life skills and a decrease in problem behavior and supported some generalization of the target preschool life skills from the home to preschool settings. In Experiment 2, 7 parents were taught to use the PLS program with their children with autism spectrum disorder (ASD; 3 years 11 months to 6 years 9 months). Results overall supported the parent implementation of the program and highlighted modifications required to support positive outcomes for children with ASD.

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Remotely delivering real-time parent training to the home: An initial randomized trial of Internet-delivered parent–child interaction therapy (I-PCIT).

Abstract: Findings build on the small but growing literature supporting the promising role of new technologies for expanding the delivery of behavioral parent training. (PsycINFO Database Record

Cited by 188 publications

References 32 publications

Practitioner Review: Assessment and treatment of preschool children with attention‐deficit/hyperactivity disorder

Practitioner Review: Assessment and treatment of preschool children with attention‐deficit/hyperactivity disorder

iHealth Diaries – how to do it right

An evaluation of parents as behavior change agents in the Preschool Life Skills program

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