Evaluation of techniques for disseminating parent -child interaction therapy

Abstract

Considerable advancements have been made in the last decade in developing, identifying, and evaluating empirically supported treatment programs (ESTs). Less progress has been made in the dissemination of these promising programs. This trend may be due, in part, to a lack of systematic studies investigating methods to distribute ESTs successfully so that both skills and knowledge are acquired. More information is needed regarding the effectiveness of existing treatment dissemination modalities (e.g., treatment manuals, workshops) as well as therapist characteristics that might impact training success. The purposes of the current investigation were to: (a) evaluate a treatment manual as a method for dissemination of one child EST, (b) evaluate two workshop formats for delivering information relevant to an EST, and (c) provide preliminary data on therapist characteristics which may be associated with successful adoption of an EST. Toward these goals, 42 community-based, masters-and doctoral-level clinicians participated in the current study. Participants were assigned to one of two training groups (didactic or experiential). Behavior observation and self-report data were collected to assess three levels of training outcome: knowledge, skill, and satisfaction across four data points. Results suggest that reading a treatment manual is useful but not sufficient. Significant improvements were noted in participants' knowledge and skill measures after reading; however, additional training was necessary for participants to reach mastery of knowledge and skills. Results also indicate that for the knowledge, skill, and satisfaction variables assessed, experiential and didactic training were equally effective. Concerning though is that after a two day intensive training, few participants demonstrated mastery of skills. In terms of therapist characteristics predicating success, degree type, but not theoretical orientation, was associated with training success. Participants with a MSW degree were significantly more likely that those with MA/MS degrees to reach skill mastery. Limitations of this study include selection and number of participants, frequent assessment, assessment of basic skills, and a lack of standardized and validated dependent variables. Several directions are highlighted to address these limitations. Findings indicate that ESTs like Parent-Child Interaction Therapy can be widely disseminated. Additional research clearly is needed; however, this study offers a unique contribution to the literature in that it is one of the first efforts to systematically examine techniques for disseminating ESTs. Evaluation of dissemination techniques iii Acknowledgements This manuscript represents the work of outstanding groups of people in both West Virginia and California. The project spanned two years and included the collaborative effort of numerous individuals to whom I am grateful. This project could not have been completed without the mentorship of Drs. Cheryl McNeil and Anthony Urquiza. Over the course of my graduate tr...

Mothers' and fathers' knowledge of behavioral principles as applied to children: Data from a normative sample.

“…Specifically, various samples of individuals working with populations with developmental disabilities included direct care staff scoring an average of 51% (Furtkamp, Giffort, & Schiers, 1982); professionals including nurses, occupational therapists, psychiatrists, and physiotherapists obtaining 49% (Sturmey, Newton, Milne, & Burdett, 1987); and school staff achieving a mean of 52% (Sturmey et al, 1987). However, community mental health agency therapists' mean kbpac score of 64% is somewhat higher than the 43% obtained by parents in this study (Herschell, 2004). The majority of therapists (almost 90%) in Herschell's study (2004), however, had masters-level degrees, while parents in the present study reported, on average, completing “some college.” These discrepancies in education and scores on the kbpac between the present study and Herschell (2004) may support the idea that education, particularly education in mental health, increases knowledge of behavioral principles.…”

“…However, community mental health agency therapists' mean kbpac score of 64% is somewhat higher than the 43% obtained by parents in this study (Herschell, 2004). The majority of therapists (almost 90%) in Herschell's study (2004), however, had masters-level degrees, while parents in the present study reported, on average, completing “some college.” These discrepancies in education and scores on the kbpac between the present study and Herschell (2004) may support the idea that education, particularly education in mental health, increases knowledge of behavioral principles.…”