Analyzing the Utility of Dyadic Parent-Child Interaction Coding System (DPICS) Warm-Up Segments

Thornberry, Timothy; Brestan-Knight, Elizabeth

doi:10.1007/s10862-011-9229-6

Cited by 14 publications

(8 citation statements)

References 19 publications

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“… 46 Because PCIT involves the use of the DPICS, the necessity of its standard 5-minute warm-up segments has also been investigated. No differences in coding between observations in warm-ups and in typically coded segments were found; 47 however, other research demonstrated that parents engaged in more leading behaviors in warm-up than in typically coded segments of CDI but showed only subtle variations in skill differences between PDI warm-up and typically coded segments. 48 In support of the CDI phase of treatment itself, researchers found that CDI predicted improvements in disruptive behavior, parenting stress, and parenting practices.…”

Section: Treatment Componentsmentioning

confidence: 70%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

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Parent–Child Interaction Therapy (PCIT) is an empirically supported intervention originally developed to treat disruptive behavior problems in children between the ages of 2 and 7 years. Since its creation over 40 years ago, PCIT has been studied internationally with various populations and has been found to be an effective intervention for numerous behavioral and emotional issues. This article summarizes progress in the PCIT literature over the past decade (2006–2017) and outlines future directions for this important work. Recent PCIT research related to treatment effectiveness, treatment components, adaptations for specific populations (age groups, cultural groups, military families, individuals diagnosed with specific disorders, trauma survivors, and the hearing-impaired), format changes (group and home-based), teacher–child interaction training (TCIT), intensive PCIT (I-PCIT), treatment as prevention (for externalizing problems, child maltreatment, and developmental delays), and implementation are discussed.

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Section: Treatment Componentsmentioning

confidence: 70%

Parent–Child Interaction Therapy: current perspectives

Lieneman¹,

Brabson²,

Highlander³

et al. 2017

PRBM

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“…Treatment enactment is defined by Bellg and colleagues as, “the degree to which the participant applies the skills learned in treatment in his or her daily life” (p. 444). For the purposes of this review and meta-analysis, we use the terms skill acquisition and skill utilization , as these terms are more commonly used in the DBD literature (e.g., Lyon and Budd 2010; Nash et al 2003; O'Callaghan et al 2003; Shanley and Niec 2010; Thornberry and Brestan-Knight 2011; Timmer et al 2011; Ware et al 2008). …”

Section: Definitionsmentioning

confidence: 99%

Skill Acquisition and Utilization During Evidence-Based Psychosocial Treatments for Childhood Disruptive Behavior Problems: A Review and Meta-analysis

Lindhiem

Higa

Trentacosta

et al. 2013

Clin Child Fam Psychol Rev

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We review 85 empirical articles published since 2000 that measured the acquisition and/or utilization of parent management skills and/or child cognitive-behavioral skills in the context of an evidence-based treatment (EBT) for childhood behavior problems. Results showed that: (1) there are no standardized measures of skill acquisition or skill utilization that are used across treatments, (2) little is known about predictors, correlates, or outcomes associated with skill acquisition and utilization, and (3) few studies systematically examined techniques to enhance the acquisition and utilization of specific skills. Meta-analytic results from a subset of 68 articles (59 studies) showed an overall treatment–control ES =.31, p < .01 for skill acquisition and ES =.20, p = ns for skill utilization. We recommend that future research focus on the following three areas: (1) development of standardized measures of skill acquisition and utilization from a “common elements” perspective that can used across EBTs; (2) assessment of the predictors, correlates, and outcomes associated with skill acquisition and utilization; and (3) development of innovative interventions to enhance the acquisition and utilization of cognitive-behavioral and parent management skills.

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“…In 1981, Eyberg and Robinson standardized this test for the first time, codified by live observation [13]. Subsequently, to complete the DPICS test (second edition), Besmer and Eyberg encoded its subsets [14].…”

Section: Introductionmentioning

confidence: 99%

Translation, Cultural Adaptation, and Validation of Psychometric Properties of the Parent Section of Parent-Child Interaction Coding System

Dehghani

Yadegari

Ashtari

et al. 2021

IRJ

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Objectives: Most of the tests regarding parent-child interaction have dealt with this issue from the emotional-behavioral point of view; however, studying these interactions from a combined verbal-behavioral aspect requires a tool consistent with Iranian culture. Parent-Child interaction coding system–3rd edition (DPICS-III, 2009) is allotted to evaluate parent-child interaction. This study was conducted on mothers of 3- to 6-year-old children to translate, adapt to the Persian language, and determine the validity and reliability of the parent section of this test. Methods: This research was descriptive-analytic with a non-experimental design. This test was adapted to the Persian language, and its face validity was examined to clarify the items. Moreover, the correlation between live and video observations of 10 mothers and children was evaluated to determine the validity of observations. Later on, the same rater reviewed the videos of 10 mothers—recorded for the correlation between live and video observations—again within a week for intra-rater reliability and verify the credibility of the rater. Moreover, the Spearman and interclass correlation coefficients were used to determine inter-rater reliability. Data analysis was done by calculating ICC, the Pearson correlation coefficient, and the Spearman correlation coefficient. Results: The translation process led to an appropriate version of the test in Persian language. The Pearson and Spearman correlation coefficients were used for analysis. The correlation between live observation and video was significant (P<0.05, 1-0.74=spearman and P>0.05, 0.99-0.83=Pearson). The reliability of intra-rater was also high (P<0.05, 1-0.89=spearman and P>0.05, 0.99-0.87=Pearson). Furthermore, inter-rater reliability was also high (P<0.05, 0.99-0.81=spearman and P<0.05, 1-0.79=ICC). Discussion: According to the study results, the parent section of DPICS is applicable in the Persian language with appropriate validity and reliability. This applicable test is either as live observation or video recording, with no differences.

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Analyzing the Utility of Dyadic Parent-Child Interaction Coding System (DPICS) Warm-Up Segments

Cited by 14 publications

References 19 publications

Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives

Skill Acquisition and Utilization During Evidence-Based Psychosocial Treatments for Childhood Disruptive Behavior Problems: A Review and Meta-analysis

Translation, Cultural Adaptation, and Validation of Psychometric Properties of the Parent Section of Parent-Child Interaction Coding System

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Analyzing the Utility of Dyadic Parent-Child Interaction Coding System (DPICS) Warm-Up Segments

Cited by 14 publications

References 19 publications

Parent&ndash;Child Interaction Therapy: current perspectives

Parent&ndash;Child Interaction Therapy: current perspectives

Skill Acquisition and Utilization During Evidence-Based Psychosocial Treatments for Childhood Disruptive Behavior Problems: A Review and Meta-analysis

Translation, Cultural Adaptation, and Validation of Psychometric Properties of the Parent Section of Parent-Child Interaction Coding System

Contact Info

Product

Resources

About

Parent–Child Interaction Therapy: current perspectives

Parent–Child Interaction Therapy: current perspectives