Successful Therapist–Parent Coaching: How In Vivo Feedback Relates to Parent Engagement in Parent–Child Interaction Therapy

Barnett, Miya L.; Niec, Larissa Nicole; Peer, Samuel O.; Jent, Jason; Weinstein, Allison; Gisbert, Patricia; Simpson, Gregory V.

doi:10.1080/15374416.2015.1063428

Cited by 45 publications

(53 citation statements)

References 23 publications

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“…Therefore, it is possible that the acquisition rate of PCIT skills is equally influenced by therapists’ and families’ variables. In the future, studies should examine how therapist behaviors (e.g., coaching styles; see Barnett et al 2015) interplay with families’ variables (e.g., language use, level of acculturation) to affect the acquisition rate of PCIT skills among Latino families.…”

Section: Discussionmentioning

confidence: 99%

Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

et al. 2017

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In the U.S., there is a growing Latino population, in which parents primarily speak Spanish to their children. Despite the evidence that language preference is associated with level of acculturation and influences parenting practices in these families, no study has compared how Spanish-and English-speaking Latino families acquire and utilize the skills taught during parent-training programs such as Parent-Child Interaction Therapy (PCIT). Twenty-seven mother-infant Latino dyads received a home-based adaptation of the Child-Directed Interaction (CDI) phase of PCIT as part of a larger randomized control trial. Most infants were male (63%), and their average age was 13.7 months (SD = 1.43). Most families (52%) lived below the poverty line. The Dyadic Parent-Child Interaction Coding System-Third Edition (DPICS-III) was employed to evaluate PCIT skills at baseline and post-treatment, as well as at 3- and 6-month follow-up, assessments. We conducted multiple linear regression analyses among Spanish-speaking (55%) and English-speaking (45%) families to examine differences in acquisition and utilization of do and don’t skills at each assessment while controlling for mother’s education. Results yielded no group differences in the acquisition rate of do or don’t skills at any time point. However, Spanish-speaking mothers used significantly more don’t skills than English-speaking mothers at each assessment. Specifically, Spanish-speaking families used significantly more commands at baseline, post-treatment, and the 6-month followup assessments, as well as more questions at post-treatment and at the 6-month follow-up assessments. These findings highlight the importance of addressing cultural values such as respeto to ensure culturally robust parent-training programs for Latino families.

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confidence: 99%

Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

et al. 2017

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“…Barnett et al (2015) found that parents who completed PCIT treatment received more frequent responsive/positive feedback in the first coaching session than parents who subsequently dropped out of treatment. No differences were found, however, in the frequency of directive or corrective feedback received by these parents (Barnett et al, 2015). As only one study to date has examined these associations, further investigation is critical.…”

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confidence: 92%

“…Barnett, Niec and Acevedo-Polakovich (2014) found that PCIT therapists’ frequency of responsive feedback in the second or third coaching session of PCIT was associated with parents’ frequency of labeled praises with their children during the next coaching session. In a different sample,Barnett et al (2015) found that PCIT therapists’ frequency of responsive feedback in the first coaching session predicted the number of sessions it took parents to attain skill mastery. Meade and Dozier (2012) found that ABC clinicians’ frequency of in the moment feedback in the third session of ABC predicted higher frequency of intervention-targeted parent behavior (i.e., following the child’s lead) in the ninth session, even when controlling for the parent’s prior level of this behavior.…”

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confidence: 97%

“…The only experimental study of in vivo feedback (Shanley & Niec, 2010) was an analogue study, and did not test the effects of in vivo feedback with real clinical cases. The three correlational designs (Barnett et al, 2014; Barnett et al, 2015; Meade & Dozier, 2012), while coming from treatment studies, also have limitations. By not statistically addressing their nested research designs (i.e., families nested within clinicians),Barnett et al (2014) and Meade and Dozier (2012) risked confounding therapist effects with true case-level effects of in vivo feedback.…”

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confidence: 99%

“…That is, the correlations between in vivo feedback and future parent behavior found in these studies may be better explained by therapist-level effects, with stronger therapists providing more in vivo feedback, and also producing more behavior change in parents, than by direct effects of in vivo feedback at the case level. Although Barnett et al (2015) examined therapist nesting as a random effect, they eliminated the variable from the model because it was not significantly associated with parent skill mastery. To advance research on in vivo feedback, a more intensive multilevel modeling approach could examine effects at the case level while controlling for effects at the therapist level, to provide stronger evidence for associations with outcome.…”

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In Vivo Feedback Predicts Parent Behavior Change in the Attachment and Biobehavioral Catch-up Intervention

Caron

Bernard

Dozier

2016

Journal of Clinical Child & Adolescent Psychology

113

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Objective Understanding mechanisms and active ingredients of intervention is critical to training clinicians, particularly when interventions are transported from laboratories to communities. One promising active ingredient of parenting programs is clinicians’ in vivo feedback regarding parent-child interactions. The present study examined whether a form of in vivo feedback, in the moment commenting, predicted treatment retention and parent behavior change when the Attachment and Biobehavioral Catch-up (ABC) intervention was implemented in a community setting. Method Observational data were collected from 78 parent-child dyads (96% mothers; mean age = 29 years; 81% minority; infants’ mean age = 12 months; 90% minority) across 640 sessions conducted by 9 clinicians (100% female, mean age = 39; 67% minority) in Hawaii. Parental behavior was assessed with a semi-structured play task before and after intervention. Clinicians’ in the moment feedback to parents was assessed from intervention session videos. Results Clinicians’ frequency and quality of in the moment feedback predicted change in parental intrusiveness and sensitivity at post-treatment. Frequency of in the moment feedback also predicted likelihood of retention. Hierarchical linear modeling demonstrated strong support for these associations at the between-clinician level, and limited additional support at the within-clinician (i.e., between-case) level. Conclusions A hypothesized active ingredient of treatment, in the moment feedback, predicted community-based ABC outcomes. The results complement lab-based evidence to suggest that in vivo feedback may be a mechanism of change in parenting interventions. Helping clinicians to provide frequent, high quality in vivo feedback may improve parenting program outcomes in community settings.

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Incorporating evidence‐based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large‐scale program

Hubel

Cooley

Moreland

2020

Psychology in the Schools

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Development of a multicomponent mental health consultation program for a countywide Head Start program is described. The consultation program incorporates strategies from the evidence‐based practice, Teacher–Child Interaction Training (TCIT). Through large group professional development trainings before the school year, comprehensive feedback reports based on observations, and in‐class coaching via modeling and performance feedback on teachers' use of TCIT skills, the consultation program served 55 Head Start classrooms with 789 children. Outcome data are presented on teachers' improvement in TCIT skill use and the relative effectiveness of two coaching methods (i.e., modeling and performance feedback) used during consultation. Results from multilevel modeling analyses indicated that teachers improved in the use of multiple observed TCIT skills between the initial and midyear assessment (i.e., increased frequency of labeled praises, reflections, behavioral descriptions, and commands that were complied with; decreased frequency of commands that children did not have an opportunity to comply with). Additionally, teachers who received coaching in the form of performance feedback, in comparison to modeling, exhibited greater gains in the frequency of labeled praises and commands that resulted in compliance. Discussion focuses on implementation of evidence‐based practice in large‐scale preventative early interventions, study limitations, and directions for future research.

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Successful Therapist–Parent Coaching: How In Vivo Feedback Relates to Parent Engagement in Parent–Child Interaction Therapy

Cited by 45 publications

References 23 publications

Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

Parent Training and Skill Acquisition and Utilization Among Spanish- and English-Speaking Latino Families

In Vivo Feedback Predicts Parent Behavior Change in the Attachment and Biobehavioral Catch-up Intervention

Incorporating evidence‐based behavioral teacher training into Head Start mental health consultation: Description and initial outcomes of a large‐scale program

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