Parent–Child Interaction Therapy (PCIT) for young children with Attention-Deficit Hyperactivity Disorder (ADHD) in Japan (abstract)
Hosogane, N., Kodaira, M., Kihara, N., Saito, K., & Kamo, T. (2018).
Parent-Child Interaction Therapy with emotion coaching for preschoolers with attention-deficit/hyperactivity disorder (abstract)
Chronis-Tuscano, A., Lewis-Morrarty, E., Woods, K. E., O'Brien, K. A., Mazursky-Horowitz, H., & Thomas, S. R. (2016)
Parent-Child Interaction Therapy for ADHD: A conceptual overview and critical literature review (abstract)
Wagner, S. M., & McNeil, C. B. (2008)
Parent and teacher SNAP-IV ratings of attention deficit/hyperactivity disorder symptoms: Psychometric properties and normative ratings from a school district sample (abstract)
Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C., Swanson, J., & Eyberg, S. M. (2008)
Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder (abstract)
Chronis, A. M., Jones, H. A., & Raggi, V. L. (2006)
Parent training through play: Parent-Child Interaction Therapy with a hyperactive child (abstract)
Johnson, B. D., Franklin, L.C., Hall, K., & Prieto, L. R. (2000)
Behavior modification in the treatment of ADHD (abstract)
Eyberg, S. M., Schuhmann, E. M., & Foote, R. C. (1998)
Autism Spectrum Disorder Articles
Group PCIT for Preschoolers with Autism Spectrum Disorder and Externalizing Behavior Problems (abstract)
Ros, R., & Graziano, P. A. (2019).
Child-directed interaction training for young children with autism spectrum disorders: Parent and child outcomes (abstract)
Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J. P. (2017)
Open-trial pilot of Parent-Child Interaction Therapy for children with autism spectrum disorder (abstract)
Zlomke, K. R., Jeter, K., & Murphy, J. (2017)
Examining the efficacy of Parent-Child Interaction Therapy with children on the autism spectrum (abstract)
Masse, J. J., McNeil, C. B., Wagner, S., & Quetsch, L. B. (2016)
Using a modified Parent-Child Interaction Therapy to increase vocalizations in children with autism (abstract)
Hansen, B., & Shillingburg, M. A. (2016)
Combining Parent–Child Interaction Therapy and visual supports for the treatment of challenging behavior in a child with autism and intellectual disabilities and comorbid epilepsy (abstract)
Armstrong, K., DeLoatche, K. J, Preece, K. K., & Agazzi, H. (2015)
Parent–Child Interaction Therapy and autism spectrum disorder: Adaptations with a child with severe developmental delays (abstract)
Lesack, R., Bearss, K., Celano, M., & Sharp, W. G. (2014)
The effectiveness of Parent-Child Interaction Therapy for families of children on the autism spectrum (abstract)
Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. (2008)
Parent-Child Interaction Therapy and high functioning autism: A conceptual overview (abstract)
Masse, J. J., McNeil, C. B., Wagner, S. M., & Chorney, D. B. (2008)
Conduct Disorder Articles
Parent-Child Interaction Therapy Adapted for Preschoolers with Callous-Unemotional Traits: An Open Trial Pilot Study (abstract)
Kimonis, E. R., Fleming, G., Briggs, N., Brouwer-French, L., Frick, P. J., Hawes, D. J., Bagner, D. M., Thomas, R., & Dadds, M. (2019).
Parent training outcomes among young children with callous-unemotional conduct problems with or at risk for developmental delay (abstract)
Kimonis, E. R., Bagner, D. M., Linares, D., Blake, C. A., & Rodríguez, G. M. (2014)
Parent-Child Interaction Therapy: A dyadic intervention for the treatment of young children with conduct problems (abstract)
Bell, S. K., & Eyberg, S. M. (2002)
Parent-Child Interaction Therapy: An effective treatment for young children with conduct problems (abstract)
Capage, L. C., Foote, R., McNeil, C. B., & Eyberg, S. M. (1998)
Oppositional Defiant Disorder Articles
Oppositional defiant disorder and parent training (abstract)
Eyberg, S. M., O'Brien, K. A., & Chase, R. M. (2006)
Parenting disruptive preschoolers: Experiences of mothers and fathers (abstract)
Calzada, E. J., Eyberg, S. M., Rich, B., & Querido, J. G. (2004)
Parent-Child Interaction Therapy for oppositional children (abstract)
Brinkmeyer, M. Y., & Eyberg, S. M. (2003)
Additional Articles
Parent-Child Interaction Therapy and young children with Problematic Sexual Behavior: A conceptual overview and treatment considerations (abstract)
Shawler, P. M., Elizabeth Bard, M., Taylor, E. K., Wilsie, C., Funderburk, B., & Silovsky, J. F. (2018).
Treating multi-problem, high stress families: Suggested strategies for practitioners (abstract)
McNeil, C. B., & Herschell, A. D. (1998)
INTERNALIZING
DISORDERS
Separation Anxiety Disorder Articles
Clinical presentation and treatment outcome for children with comorbid externalizing and internalizing symptoms (abstract)
Chase, R. M., & Eyberg, S. M. (2008)
The implementation of modified Parent-Child Interaction Therapy for youth with separation anxiety disorder (abstract)
Pincus, D. B., Santucci, L. C., Ehrenreich, J. T., & Eyberg, S. M. (2008)
Adapting Parent-Child Interaction Therapy for young children with separation anxiety disorder (abstract)
Pincus, D. B., Eyberg, S. M., & Choate, M. L. (2005)
Parent-Child Interaction Therapy for treatment of separation anxiety disorder in young children: A pilot study (abstract)
Choate, M. L., Pincus, D. B., Eyberg, S. M., & Barlow, D. H. (2005)
Mood Disorder Articles
Neural Indicators of Anhedonia: Predictors and Mechanisms of Treatment Change in a Randomized Clinical Trial in Early Childhood Depression (abstract)
Barch, D. M., Whalen, D., Gilbert, K., Kelly, D., Kappenman, E. S., Hajcak, G., & Luby, J. L. (2019).
A novel early intervention for preschool depression: Findings from a pilot randomized controlled trial (abstract)
Luby, J., Lenze, S., & Tillman, R. (2012)
Parent-Child Interaction Therapy emotion development: A novel treatment for depression in preschool children (abstract)
Lenze, S. N., Pautsch, J., & Luby, J. (2011)
Early childhood depression (abstract)
Luby, J. L. (2009)
Treatment of preschool bipolar disorder: A novel Parent-Child Interaction Therapy and review of data on psychopharmacology (abstract)
Luby, J. L., Stalets, M. M., Blankenship, S., Pautsch, J., & McGrath, M. (2008)
Generalized Anxiety Disorder Articles
Generalization of an Early Intervention for Inhibited Preschoolers to the Classroom Setting (abstract)
Barstead, M. G., Danko, C. M., Chronis-Tuscano, A., O, B. K. A., Coplan, R. J., & Rubin, K. H. (2018).
Comparison of the Effectiveness of Two Cognitive-Behavioral and Mother-Child Interactive Therapies on Anxiety of Children with Under-Methadone Treatment Mother (abstract)
Pirnia B, Rasoulzadeh Tabatabaei SK, Pirkhaefi A, & Soleimani A. (2017).
Extending Parent-Child Interaction Therapy for early childhood internalizing problems: New advances for an overlooked population (abstract)
Carpenter, A. L., Puliafico, A. C., Kurtz, S. M. S., Pincus, D. B., & Comer, J. S. (2014)
Adapting Parent-Child Interaction Therapy to treat anxiety disorders in young children (abstract)
Puliafico, A. C., Comer, J. S., & Pincus, D. B. (2012)
Intellectual Disability & Developmental Delay Articles
Barriers to success in parent training for young children with developmental delay: The role of cumulative risk (abstract)
Bagner, D. M.,& Graziano, P. A. (2013)
Parent-Child Interaction Therapy for disruptive behavior in children with mental retardation: A randomized controlled trial (abstract)
Bagner, D. M., & Eyberg, S. M. (2007)
Parent Child Interaction Therapy for children with disruptive behavior and developmental disabilities (abstract)
McDiarmid, M. D., & Bagner, D. M. (2005)
Additional
Examining a novel, parent child interaction therapy-informed, behavioral treatment of selective mutism (abstract)
Catchpole, R., Young, A., Baer, S., & Salih, T. (2019).
Palin Parent-Child Interaction Therapy: The Bigger Picture (abstract)
Millard, S. K., Zebrowski, P., & Kelman, E. (2018).
Stability and Predictive Validity of the Parent-Child Sleep Interactions Scale: A Longitudinal Study Among Preschoolers (abstract)
Barrios, C. S., Jay, S. Y., Smith, V. C., Alfano, C. A., & Dougherty, L. R. (2018).
Identification of Efficacy of Direct, Indirect and Combined Methods on Severity of Stuttering in Preschool Children (abstract)
(2018). تعیین اثر بخشی روش های درمانی مستقیم، غیر مستقیم و ترکیبی بر شدت لکنت کودکان پیش دبستانی
Attention-Deficit / Hyperactivity Disorder (ADHD) Articles
Parent–Child Interaction Therapy (PCIT) for young children with Attention-Deficit Hyperactivity Disorder (ADHD) in Japan
Hosogane, N., Kodaira, M., Kihara, N., Saito, K., & Kamo, T. (2018). Parent–Child Interaction Therapy (PCIT) for young children with Attention-Deficit Hyperactivity Disorder (ADHD) in Japan. Annals of General Psychiatry, 17, 1. 10.1186/s12991-018-0180-8
Abstract: Early intervention for preschoolers with Attention-Deficit Hyperactivity Disorder (ADHD) is important considering the impact on their prognosis. Parent–Child Interaction Therapy (PCIT) is a psychotherapy treatment for the parent–child dyad and has been shown to be effective for children with disruptive behaviors. We present the treatment course of PCIT for two Japanese children with ADHD. Case 1 is a 2-year-old female child with hyperactivity and aggressiveness. Case 2 is a 4-year-old male child with restlessness and intolerability to daily events. For both cases, PCIT was effective in improving the problematic behaviors. PCIT may serve as a treatment option for Japanese children with ADHD.
Keywords: Attention-Deficit Hyperactivity Disorder (ADHD); Parent–Child Interaction Therapy (PCIT); Preschooler; Treatment
Article: https://annals-general-psychiatry.biomedcentral.com/articles/10.1186/s12991-018-0180-8
Parent-Child Interaction Therapy with emotion coaching for preschoolers with attention-deficit/hyperactivity disorder
Chronis-Tuscano, A., Lewis-Morrarty, E., Woods, K. E., O'Brien, K. A., Mazursky-Horowitz, H., & Thomas, S. R. (2016). Parent-Child Interaction Therapy with emotion coaching for preschoolers with attention-deficit/hyperactivity disorder. Cognitive and Behavioral Practices, 23, 67-68.https://doi.org/10.1016/j.cbpra.2014.11.001
Abstract: Preschoolers with attention-deficit/hyperactivity disorder (ADHD) are at increased risk for the development of comorbid conduct disorder (CD) and depression. Early predictors of serious adverse outcomes within this population include parenting characterized by high levels of negativity and low levels of positivity, maternal depression, and child emotion regulation (ER) difficulties. Parent–child interaction therapy (PCIT) is an evidence-based treatment for oppositional defiant disorder and CD that has also been shown to improve comorbid child internalizing symptoms and maternal depression by enhancing parenting and improving the parent child relationship. PCIT-emotion development (PCIT-ED) is an adaptation for depressed preschoolers, grounded in developmental literature, which teaches parents to become “emotion coaches” for their children, in an effort to build child ER skills. In this paper, we describe the iterative process by which we implemented and adapted PCIT-ED based on our experiences treating nine children with ADHD. We present three case examples that exemplify our process in adapting the PCIT-ED manual. This work suggests that PCIT with parent emotion coaching (PCIT-ECo) may be a promising treatment approach for young children with ADHD. Future research will need to examine this adaptation relative to standard PCIT to determine whether our integration of parent emotion coaching results in added improvement in child ER, internalizing and externalizing problems, and functional impairment.
Keywords: PCIT; Clinical Disorders; ADHD; Preschool ADHD; PCIT-ED; Emotion Coaching; Treatment Development.
Article: https://www.sciencedirect.com/science/article/abs/pii/S1077722914001266?via%3Dihub
Parent-Child Interaction Therapy for ADHD: A conceptual overview and critical literature review
Wagner, S. M., & McNeil, C. B. (2008). Parent-Child Interaction Therapy for ADHD: A conceptual overview and critical literature review. Child and Family Behavior Therapy, 30, 231-256. https://doi.org/10.1080/07317100802275546
Abstract: Attention-Deficit/Hyperactivity Disorder (ADHD) a chronic disorder beginning in childhood, is identifiable and diagnostically valid during the preschool years. Compared to school-aged children, preschoolers have not received as much attention in the literature. Parent-Child Interaction Therapy (PCIT) is an empirically-supported parent training program for young children with disruptive behaviors that may also be effective in treating ADHD. The purpose of the current article was to explore the theoretical rationale for utilizing PCIT with this population and to conduct a literature review of published PCIT treatment outcome studies that measured ADHD symptoms. The literature demonstrates that children with ADHD have been included in PCIT research and evidence suggests that PCIT may be effective for young children with ADHD. However, future research is needed to specifically examine the effects of PCIT on ADHD.
Keywords: PCIT; Review Articles; Clinical Disorders – ADHD; Attention-deficit/hyperactivity disorder; preschoolers.
Article: https://www.tandfonline.com/doi/abs/10.1080/07317100802275546
Parent and teacher SNAP-IV ratings of attention deficit/hyperactivity disorder symptoms: Psychometric properties and normative ratings from a school district sample.
Bussing, R., Fernandez, M., Harwood, M., Hou, W., Garvan, C., Swanson, J., & Eyberg, S. M. (2008). Parent and teacher SNAP-IV ratings of attention deficit/hyperactivity disorder symptoms: Psychometric properties and normative ratings from a school district sample. Assessment, 15, 317-328.https://doi.org/10.1177/1073191107313888
Abstract: To examine Swanson, Nolan, and Pelham–IV (SNAP-IV) psychometric properties, parent (N = 1,613) and teacher (N = 1,205) data were collected from a random elementary school student sample in a longitudinal attention deficit hyperactivity disorder (ADHD) detection study. SNAP-IV reliability was acceptable. Factor structure indicated two ADHD factors and an oppositional defiant disorder (ODD) factor. Parent and teacher scores varied by gender and poverty status (d = .49-.56) but not age; only teacher scores varied by race (d = .25-.55). Screening and diagnostic utility was evaluated with likelihood ratios (LRs) and posttest probabilities. Parent SNAP-IV scores above 1.2 increased probability of concern (LR > 10) and above 1.8, of ADHD diagnosis (LR > 3). Teacher hyperactivity/impulsivity scores above 1.2 and inattention scores above 1.8 increased probabilities of concern only (LR = 4.2 and >5, respectively). Higher teacher scores for African American children and race differences in measurement models require future study.
Keywords: : PCIT; Clinical Disorders; ADHD; Assessment; Children; Likelihood; Ratios; Norms; SNAP-IV; Reliability; Validity
Article: https://journals.sagepub.com/doi/10.1177/1073191107313888
Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder
Chronis, A. M., Jones, H. A., & Raggi, V. L. (2006). Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 26, 486-502.https://doi.org/10.1016/j.cpr.2006.01.002
Abstract: Despite the vast literature supporting the efficacy of stimulant medication in the treatment of attention-deficit/hyperactivity disorder (ADHD), several limitations of pharmacological treatments highlight the clear need for effective psychosocial treatments to be identified. A large evidence base exists for behavioral interventions, including parent training and school interventions, which has resulted in their classification as "empirically validated treatments." Additionally, social skills training with generalization components, intensive summer treatment programs, and educational interventions appear promising in the treatment of ADHD. Given the chronic impairment children with ADHD experience across multiple domains of functioning, multimodal treatments are typically necessary to normalize the behavior of these children. The state of the ADHD treatment literature is reviewed, important gaps are identified (e.g., treatment for adolescents), and directions for future research are outlined within a developmental psychopathology framework.
Keywords: PCIT; Clinical Disorders; Adolescent; Attention Deficit Disorder with Hyperactivity; Child; Evidence-Based Medicine; Humans; Psychotherapy.
Article: https://www.sciencedirect.com/science/article/abs/pii/S0272735806000031?via%3Dihub
Parent training through play: Parent-Child Interaction Therapy with a hyperactive child
Johnson, B. D., Franklin, L.C., Hall, K., & Prieto, L. R. (2000). Parent training through play: Parent-Child Interaction Therapy with a hyperactive child. Family Journal-Counseling & Therapy for Couples & Families, 8, 180-186.
Keywords: Keywords: PCIT; Clinical Disorders; ADHD.
Behavior modification in the treatment of ADHD
Eyberg, S. M., Schuhmann, E. M., & Foote, R. C. (1998). Behavior modification in the treatment of ADHD. In B. L. Maria (Ed.). Advanced Therapy in Child Neurology (pp. 90-93). Houston, TX: Decker.
Keywords: Keywords: PCIT; Clinical Disorders; ADHD.
Autism Spectrum Disorder Articles
Group PCIT for Preschoolers with Autism Spectrum Disorder and Externalizing Behavior Problems
Ros, R., & Graziano, P. A. (2019). Group PCIT for Preschoolers with Autism Spectrum Disorder and Externalizing Behavior Problems. Journal of Child & Family Studies, 28(5), 1294–1303. 10.1007/s10826-019-01358-z
Abstract: Objective: The purpose of the current study was to evaluate the feasibility and initial efficacy of a large-group, time-limited Parent Child Interaction Therapy (PCIT) adaptation for parents of children with autism spectrum disorder (ASD) and externalizing behavior problems (EBP). Methods: Participants included parents of 37 preschoolers (Mage = 4.80, 87% Male, 73% Hispanic/Latino) with ASD and comorbid EBP. Parents reported on their positive and negative parenting practices and parenting stress at a pre-and-post treatment assessment as well as at a 6-month follow-up assessment. Positive and negative parenting skills were observed and coded during a parent-child interaction. Additionally, parents were objectively assessed on their knowledge of principles learned in treatment at pre-and-post-treatment. Results: The treatment was delivered with a high level of fidelity and was well received and attended by families. At post-treatment, parents reported improved parenting stress and parenting practices. Parents were also rated as engaging in more positive parenting skills and less negative parenting skills during play. Lastly, parents increased their knowledge of principles presented in treatment. Improvements in positive parenting practices were also maintained at a 6-month follow-up assessment. Conclusions: Findings highlight the initial efficacy and transdiagnostic nature of group PCIT for improving outcomes for children with ASD and comorbid EBP.
Keywords: Autism spectrum disorder; Behavioral parent training; Externalizing behavior problems; Parent Child Interaction Therapy; Parenting.
Child-directed interaction training for young children with autism spectrum disorders: Parent and child outcomes
Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J. P. (2017). Child-directed interaction training for young children with autism spectrum disorders: Parent and child outcomes. Journal of Clinical Child and Adolescent Psychology, 46, 101-109.https://doi.org/10.1080/15374416.2015.1015135
Abstract: This study examined the efficacy of the Child-Directed Interaction Training (CDIT) phase of Parent-Child Interaction Therapy for children with an Autism Spectrum Disorder (ASD). Thirty mother-child dyads with children ages 3-7 years with a diagnosis of ASD participated in this randomized controlled study. Following manualized CDIT, statistically significant and meaningful improvements in child disruptive behavior and social awareness as well as maternal distress associated with child disruptive behavior occurred. Across 8 sessions, mothers learned to provide positive attention to their children's appropriate social and play behaviors. Both child and parent changes were maintained at 6-week follow-up. A relatively brief, time-limited, and accessible intervention may be efficacious for improving child and parent behaviors in families of young children with ASD. By decreasing child disruptive behaviors, CDIT may also help to prepare children to benefit further from future interventions.
Keywords: PCIT; Clinical Disorders; Autism Spectrum Disorder.
Article: https://www.tandfonline.com/doi/full/10.1080/15374416.2015.1015135
Open-trial pilot of Parent-Child Interaction Therapy for children with autism spectrum disorder
Zlomke, K. R., Jeter, K., & Murphy, J. (2017). Open-trial pilot of Parent-Child Interaction Therapy for children with autism spectrum disorder. Child & Family Behavior Therapy, 39, 1-18.https://doi.org/10.1080/07317107.2016.1267999
Abstract: In this pilot study, the effectiveness and feasibility of Parent-Child Interaction Therapy (PCIT) for decreasing disruptive behavior was evaluated in 17 young children with Autism Spectrum Disorder (ASD). PCIT is a behaviorally based play therapy which targets the parent-child relationship through live coaching of play interactions and the implementation of consistent discipline techniques. Following an average of 19 sessions, disruptive behavior as measured by multiple indices significantly decreased. Congruently, parents increased positive parental following skills and decreased negative parental leading skills across the course of treatment. In addition, parents reported increased levels of child functional communication and prosocial behavior. High levels of parent acceptability of the intervention were also noted. Effect sizes were medium to large across measured dependent variables, including parent report and behavioral observations. Implications for the clinical use of PCIT within an ASD population and future research with controlled outcome studies are discussed.
Keywords: PCIT; Clinical Disorders; Autism Spectrum Disorder; ASD; Disruptive Behavior; Manualized Intervention; Parenting Intervention; Play Therapy.
Article: https://www.tandfonline.com/doi/full/10.1080/07317107.2016.1267999
Examining the efficacy of Parent-Child Interaction Therapy with children on the autism spectrum
Masse, J. J., McNeil, C. B., Wagner, S., & Quetsch, L. B. (2016). Examining the efficacy of Parent-Child Interaction Therapy with children on the autism spectrum. Journal of Child and Family Studies, 25, 2508-2525.https://doi.org/10.1007/s10826-016-0424-7
Abstract: Externalizing behaviors are a common component of the clinical presentation of autism spectrum disorders. Although traditionally used with typically-developing children, parent–child interaction therapy (PCIT) is one behaviorally-based parent training program that has demonstrated success in increasing child compliance, reducing problem behavior, and improving parent–child communication. The study examined the efficacy of PCIT as a treatment for children with autism spectrum disorders by employing a single subject, non-concurrent multiple baseline design across three subjects. Primary findings revealed increases in child compliance, reductions in child disruptive behavior, and improved parenting skills across participants. In addition, each caregiver reported high levels of satisfaction with the intervention. Results suggested that PCIT may be a treatment option for children on the autism spectrum with co-occurring behavioral difficulties. Although the non-concurrent nature of the multiple baseline design is a limitation, this study replicates and extends previous research investigating the efficacy of PCIT with children with autism and their parents.
Article: https://psycnet.apa.org/record/2016-22244-00
Using a modified Parent-Child Interaction Therapy to increase vocalizations in children with autism
Hansen, B., & Shillingburg, M. A. (2016). Using a modified Parent-Child Interaction Therapy to increase vocalizations in children with autism. Child & Family Behavior Therapy, 38, 318-330.https://doi.org/10.1080/07317107.2016.1238692
Abstract: Parent-Child Interaction Therapy (PCIT) is a manualized behavioral intervention originally developed by Eyberg (1988) to address disruptive behaviors in young children. Although previous research findings support the contention that components of PCIT would positively impact communication, behavior, and adaptive skills (Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Lovaas, 1987; Remington et al., 2007) in children with developmental disabilities, few studies are shown in the literature. In a modified version of PCIT, caregivers completed two phases of intervention with their child diagnosed with Autism Spectrum Disorder (ASD). During the Child-Directed Interaction (CDI) phase, caregivers were taught to conduct mand training, follow-their child’s lead, provide attention for their child’s positive behaviors, and ignore their child’s negative behaviors. During the Parent-Directed Interaction (PDI) phase, caregivers were taught to give effective commands and follow through with demands. The goal of the current study was to determine whether children’s production of vocalizations increased after participation in a modified PCIT program. Data from two participants diagnosed with autism were included in the study. Outcomes of these two case studies show that both children displayed an increase in the total number of vocalizations emitted in the posttreatment observation relative to baseline. Additionally, caregivers of both participants displayed an increased number of positive behaviors in the posttreatment observation relative to baseline.
Keywords: PCIT; Clinical Disorders; Autism Spectrum Disorder; Language; General Outcomes Studies.
Article: https://www.tandfonline.com/doi/abs/10.1080/07317107.2016.1238692
Combining Parent–Child Interaction Therapy and visual supports for the treatment of challenging behavior in a child with autism and intellectual disabilities and comorbid epilepsy
Armstrong, K., DeLoatche, K. J, Preece, K. K., & Agazzi, H. (2015). Combining Parent–Child Interaction Therapy and visual supports for the treatment of challenging behavior in a child with autism and intellectual disabilities and comorbid epilepsy. Clinical Case Studies, 14, 3-14.https://doi.org/10.1177/1534650114531451
Abstract: About one in six children has one or more developmental disabilities, which include autism spectrum disorder (ASD) and intellectual disabilities (ID). Individuals with both ASD and ID are at higher risk of epilepsy, and those with younger onset of seizures are at higher risk of both developmental and behavioral disorders. Young children presenting with developmental and behavioral challenges are often very difficult for caregivers to manage, and challenging behavior results in reduced learning opportunities. Finding effective and efficient interventions to address behavioral issues remains a clinical priority to improve overall outcomes for all children and especially those with developmental disabilities. This case study presents the treatment of a 5-year-old girl diagnosed with ASD, ID, and comorbid epilepsy using Parent–Child Interaction Therapy (PCIT) combined with visual supports (VS). Findings from this case report documented (a) an improvement in behavioral functioning in home, school, and community settings; (b) evidence for the effectiveness of parent-mediated intervention; and (c) support for collaboration and care coordination to improve intervention outcomes.
Keywords: PCIT; Clinical Disorders; Autism Spectrum Disorder; intellectual disabilities; epilepsy.
Article: https://journals.sagepub.com/doi/10.1177/1534650114531451
Parent–Child Interaction Therapy and autism spectrum disorder: Adaptations with a child with severe developmental delays
Lesack, R., Bearss, K., Celano, M., & Sharp, W. G. (2014). Parent–Child Interaction Therapy and autism spectrum disorder: Adaptations with a child with severe developmental delays. Clinical Practice in Pediatric Psychology, 2, 68-82.https://doi.org/10.1037/cpp0000047
Abstract: Children with autism spectrum disorder (ASD) frequently present with co-occurring problem behaviors (e.g., noncompliance, aggression), which increase the risk for exclusion from educational programming, social relationships, and community activities. Although behavioral intervention represents a frequently cited and promising approach for addressing challenging behaviors in ASD, there is a pressing need to expand the availability and dissemination of short-term, evidenced-based interventions to meet growing demand in the ASD community. Originally developed for typically developing children, Parent–Child Interaction Therapy (PCIT) represents a well-supported, behaviorally based parent training program shown to hold potential benefit for children with ASD. Questions, however, remain regarding the application of PCIT among children with ASD and pronounced developmental delays. This case study describes the use of PCIT with a child with ASD who presents with limited receptive and expressive communication skills, as well as a history of aggression, tantrums, and noncompliance. Adaptations to the intervention included changes to both phases of the intervention (CDI and PDI). Results indicate that the intervention was associated with acquisition of parenting skills and reduced problem behaviors, suggesting PCIT with modifications may also hold benefit for children with ASD and severe developmental delays.
Keywords: PCIT; Clinical Disorders; Autism spectrum disorders; behavior problems; case study; parent training; Model Adaptation Studies.
Article: https://doi.apa.org/doiLanding?doi=10.1037%2Fcpp0000047
The effectiveness of Parent-Child Interaction Therapy for families of children on the autism spectrum
Solomon, M., Ono, M., Timmer, S., & Goodlin-Jones, B. (2008). The effectiveness of Parent-Child Interaction Therapy for families of children on the autism spectrum. Journal of Autism and Developmental Disorders, 38, 1767-1776.
https://doi.org/10.1007/s10803-008-0567-5
Abstract: We report the results of a pilot trial of an evidence-based treatment-Parent-Child Interaction Therapy (PCIT; Eyberg et al. Psychopharmacology Bulletin, 31(1), 83-91, 1995) for boys aged 5-12 with high functioning autism spectrum disorders and clinically significant behavioral problems. The study also included an investigation of the role of shared positive affect during the course of therapy on child and parent outcomes. The intervention group showed reductions in parent perceptions of child problem behaviors and child atypicality, as well as an increase in child adaptability. Shared positive affect in parent child dyads and parent positive affect increased between the initial and final phases of the therapy. Parent positive affect after the first phase was related to perceptions of improvement in problem behaviors and adaptive functioning.
Keywords: PCIT; Clinical disorders; Affect; Attention Deficit Disorder with Hyperactivity; Attention Deficit and Disruptive Behavior Disorders; Autistic Disorder; Child; Preschool; Depression; Family; Family Therapy; Humans; Male; Parent-Child Relations; Parents; Surveys; and Questionnaires.
Article: https://www.ncbi.nlm.nih.gov/pubmed/18401693
Parent-Child Interaction Therapy and high functioning autism: A conceptual overview
Masse, J. J., McNeil, C. B., Wagner, S. M., & Chorney, D. B. (2008). Parent-Child Interaction Therapy and high functioning autism: A conceptual overview. Journal of Early and Intensive Behavior Intervention, 4, 714-735.https://doi.org/10.1037/h0100402
Abstract: Externalizing behaviors are a common component of the clinical presentation of Autism Spectrum Disorders and are typically the initial focus of treatment for children within this population. This article examines the appropriateness of Parent-Child Interaction Therapy (PCIT) as a first-line, gateway treatment for preschoolers with High Functioning Autism who demonstrate co-occurring difficulties with aggressive and noncompliant behavior. Although PCIT has shown initial success in treating children with High Functioning Autism, much of the knowledge is based on clinical case studies thus warranting further empirical research before conclusions can be drawn.
Keywords: PCIT; Clinical Disorders; Autism Spectrum Disorder; High Functioning Autism; Externalizing Behaviors.
Article: https://doi.apa.org/fulltext/2014-52744-007.html
Conduct Disorder Articles
Parent-Child Interaction Therapy Adapted for Preschoolers with Callous-Unemotional Traits: An Open Trial Pilot Study.
Kimonis, E. R., Fleming, G., Briggs, N., Brouwer-French, L., Frick, P. J., Hawes, D. J., Bagner, D. M., Thomas, R., & Dadds, M. (2019). Parent-Child Interaction Therapy Adapted for Preschoolers with Callous-Unemotional Traits: An Open Trial Pilot Study. Journal of Clinical Child & Adolescent Psychology, 48, S347–S361. 10.1080/15374416.2018.1479966
Abstract: Children with co-occurring conduct problems and callous-unemotional (CU) traits show a distinct pattern of early starting, chronic, and aggressive antisocial behaviors that are resistant to traditional parent-training interventions. The aim of this study was to examine in an open trial the acceptability and initial outcomes of a novel adaptation of Parent-Child Interaction Therapy, called PCIT-CU, designed to target 3 distinct deficits of children with CU traits. Twenty-three Australian families with a 3- to 6-year-old (Mage = 4.5 years, SD = .92) childwith clinically significant conduct problems and CU traits participated in the 21-week intervention and 5 assessments measuring child conduct problems, CU traits, and empathy at a university-based research clinic. Treatment retention was high (74%), and parents reported a high level of satisfactionwith the program. Results of linear mixed models indicated that the intervention produced decreases in child conduct problems and CU traits, and increases in empathy, with "medium" to "huge" effect sizes (ds = 0.7-2.0) thatmaintained at a 3-month follow-up. By 3 months posttreatment, 75% of treatment completers no longer showed clinically significant conduct problems relative to 25% of dropouts. Findings provide preliminary support for using the targeted PCIT-CU adaptation to treat young children with conduct problems and co-occurring CU traits.
Keywords: Preschool children; Delinquent behavior; Pilot projects; Aggression (Psychology); Therapeutics.
Article: https://pubmed.ncbi.nlm.nih.gov/29979887/
Parent training outcomes among young children with callous-unemotional conduct problems with or at risk for developmental delay
Kimonis, E. R., Bagner, D. M., Linares, D., Blake, C. A., & Rodríguez, G. M. (2014). Parent training outcomes among young children with callous-unemotional conduct problems with or at risk for developmental delay. Journal of Child & Family Studies, 23, 437-448.
https://doi.org/10.1007/s10826-013-9756-8
Abstract: School-aged children with conduct problems and high levels of callous-unemotional (i.e., lack of empathy, guilt, and lack of caring behaviors) traits (CP+CU) tend to yield less benefit from traditional interventions than do their low-CU counterparts, particularly with respect to CP outcomes. To date, little is known about treatment response among young children with CP+CU, particularly those with or at risk for developmental delay. Components of Parent-Child Interaction Therapy (PCIT), a parent training program effective at reducing CP in young children, have compelling theoretical support for addressing core deficits unique to children with CP+CU and have been used successfully with young children with developmental delay. Our first aim was to test the psychometric properties of a measure of CU traits in preschool children with and without developmental delay. Our second aim was to test whether CU traits predicted post-treatment CP after controlling for initial levels of CP. Participants were 63 families of young children (mean age = 3.87 years), with or at-risk for developmental delay, who presented with elevated CP and were treated in a hospital-based outpatient clinic. Results indicated that developmentally delayed children with high levels of CU traits, but not children at-risk for delay due to premature birth, showed significantly poorer CP outcomes following treatment with PCIT than did children scoring low on CU traits, even after controlling for initial CP severity. The implications of these findings with regard to treating and preventing severe disruptive behaviors among young children with CP +CU are discussed.
Keywords: PCIT; Clinical Disorder; Conduct Disorder; Callous-Unemotional Traits; Conduct Problems; Assessment; Parent Training; Psychopathy; Developmental Delay.
Article: https://pubmed.ncbi.nlm.nih.gov/24511217/
Parent-Child Interaction Therapy: A dyadic intervention for the treatment of young children with conduct problems
Bell, S. K., & Eyberg, S. M. (2002). Parent-Child Interaction Therapy: A dyadic intervention for the treatment of young children with conduct problems. In L. VandeCreek, S. Knapp, & T. L. Jackson (Eds.). Innovations in clinical practice: A source book, Volume 20. (pp. 57-74). Sarasota, FL: Professional Resource Press.
Abstract: This contribution describes Parent-Child Interaction Therapy (PCIT) and demonstrates its utility in the treatment of preschool children with conduct problems. Although we focus on children with severe and persistent disruptive behavior disorders, PCIT is implemented clinically with parents and children whose relational dysfunction may involve a range of individual and family problems (e.g., personality disorders, medical or neurological impairments, adjustment disorders, physical abuse, cognitive deficits, or poverty). Severe conduct problems in young children are rarely attributable solely to individual factors; therefore, PCIT seeks to effect behavior change in both participants in the parent-child relationship during early childhood. Epidemiological research suggests that the early development of conduct problems is a predictor of later psychological disorders including delinquency and criminal behavior (Fischer et al., 1984; Wright et al., 1998). Therefore, effectively addressing these problems during early childhood has important implications for the child and for society.
Keywords: PCIT; General Outcome Studies; Conduct.
Parent-Child Interaction Therapy: An effective treatment for young children with conduct problems
Capage, L. C., Foote, R., McNeil, C. B., & Eyberg, S. M. (1998). Parent-Child Interaction Therapy: An effective treatment for young children with conduct problems. The Behavior Therapist, 21, 137-138.
Keywords: PCIT; General Outcome Studies; Conduct.
Oppositional Defiant Disorder Articles
Oppositional defiant disorder and parent training
Eyberg, S. M., O'Brien, K. A., & Chase, R. M. (2006). Oppositional defiant disorder and parent training. In J. E. Fisher, & W. T. O'Donohue (Eds.). Practitioner's guide to evidence-based psychotherapy. (pp. 461-468). New York, NY: Springer.
Keywords: PCIT; Book Chapters; Clinical Disorders; Oppositional Defiant Disorder; Parental Factors.
Parenting disruptive preschoolers: Experiences of mothers and fathers
Calzada, E. J., Eyberg, S. M., Rich, B., & Querido, J. G. (2004). Parenting disruptive preschoolers: Experiences of mothers and fathers. Journal of Abnormal Child Psychology, 32, 203-213. https://doi.org/10.1023/B:JACP.0000019771.43161.1c
Abstract: This study examined parental functioning and interactions with young children with Oppositional Defiant Disorder (ODD), with emphasis on differences between mothers and fathers in their responses to their child and in their unique contributions to the prediction of child disruptive behavior. Participants were 53 3- to 6- years olds with ODD who presented for treatment with two parents. Mothers reported more severe disruptive behavior and higher parenting stress than fathers. During parent-child interactions, mothers showed more responsiveness than fathers, even though children were more compliant during interactions with fathers. Regression analyses showed that fathers' parent-related stress was predictive of both mothers' and fathers' reports of disruptive child behavior; mothers' marital satisfaction was predictive of behavioral observations of child compliance with both mothers and fathers. This study revealed several important differences in the experiences of mothers verses fathers of disruptive children and indicates the importance of including the father in the child's assessment and treatment.
Keywords: PCIT; Parental Factors; Preschoolers; Disruptive Behavior; Fathers; Parenting Stress; Marital Satisfaction.
Article: https://link.springer.com/article/10.1023%2FB%3AJACP.0000019771.43161.1c
Parent-Child Interaction Therapy for oppositional children
Brinkmeyer, M. Y., & Eyberg, S. M. (2003). Parent-Child Interaction Therapy for oppositional children. In A. E. Kazdin, & J. R. Weisz (Eds.). Evidence-based psychotherapies for children and adolescents. (pp. 204-223). New York, NY: Guilford Publication, Inc.
Keywords: PCIT; Book Chapter.
Other Articles
Parent-Child Interaction Therapy and young children with Problematic Sexual Behavior: A conceptual overview and treatment considerations
Shawler, P. M., Elizabeth Bard, M., Taylor, E. K., Wilsie, C., Funderburk, B., & Silovsky, J. F. (2018). Parent-Child Interaction Therapy and young children with Problematic Sexual Behavior: A conceptual overview and treatment considerations. Children & Youth Services Review, 84, 206–214. 10.1016/j.childyouth.2017.12.006
Abstract: Problematic Sexual Behavior (PSB) can be conceptualized as a distinct subset of externalizing behavior problems. Preschool children with PSB commonly have co-occurring nonsexual behavior problems, including disruptive behavior disorders (DBD). Behavioral parent training is the core component of effective treatments for DBD (Kaminski, Valle, Filene, & Boyle, 2008) and for PSB (St. Amand, Bard, & Silovsky, 2008). Parent-Child Interaction Therapy (PCIT) is an empirically supported evidence-based behavioral parent treatment program for young children ages 2 to 7 with disruptive behavior problems (California Evidence-Based Clearinghouse, 2017; Eyberg & Funderburk, 2011; Funderburk & Eyberg, 2011). However, due to the taboo nature of the topic and the potential impact and harm to other children, unique clinical issues can arise when behaviors are classified as “sexual.” Adaptations to PCIT are recommended to address safety, physical boundaries, commonly held myths about the population, and other related issues. Conceptual background of PSB and the fit of behavioral parent training as a core intervention is provided, followed by details regarding augmentations to embed approaches to address PSB within PCIT
Keywords: Behavior therapy; Parent-child relationships; Human sexuality; Evidence-based medicine; Professional practice; Behavior disorders; Treatment of behavior disorders in children.
Article: https://psycnet.apa.org/record/2018-00249-028
Treating multi-problem, high stress families: Suggested strategies for practitioners
McNeil, C. B., & Herschell, A. D. (1998). Treating multi-problem, high stress families: Suggested strategies for practitioners. Family Relations, 47, 259-262.
Keywords: : PCIT; Clinical Disorders; Externalizing or Disruptive Behaviors
Management of disruptive behavior in young children
Eyberg, S. M., & Neary, E. M. (2002). Management of disruptive behavior in young children. Infants and Young Children, 14, 53-67.https://doi.org/10.1097/00001163-200204000-00007
Abstract: Disruptive behavior tends to worsen with time, but it can be treated effectively. Parent-Child interaction therapy (PCIT), an evidence-based treatment for preschoolers with disruptive behavior and their parents, focuses on changing ineffective parent-child interaction patterns. The first phase, focusing on child-directed interaction, strengthens the parent-child relationship, builds the child's self-esteem, and reinforces the child's prosocial behaviors. The second phase, focusing on parent-directed interaction, introduces parent management training. Treatment is guided by assessment and continues until parents master interaction skills and child behavior problems fall within the normal range. Emerging evidence suggests that treatment gains are maintained for several years posttreatment.
Keywords: PCIT; Externalizing; Disruptive Behaviors; Aggressive Behavior; Behavior Problems; Child; Oppositional; Preschoolers.
Separation Anxiety Disorder Articles
Clinical presentation and treatment outcome for children with comorbid externalizing and internalizing symptoms.
Chase, R. M., & Eyberg, S. M. (2008). Clinical presentation and treatment outcome for children with comorbid externalizing and internalizing symptoms. Journal of Anxiety Disorders, 22, 273-282.https://doi.org/10.1016/j.janxdis.2007.03.006
Abstract: This study examined the effects of comorbid separation anxiety disorder (SAD) on the expression of externalizing symptoms in children presenting with oppositional defiant disorder (ODD) as well as the treatment effects on anxiety and internalizing symptoms. Participants were 64 children with ODD seen in parent–child interaction therapy (PCIT), including 15 children with comorbid SAD. Children with ODD + SAD did not differ from children with ODD only in disruptive behavior severity at pretreatment assessment, and children with ODD + SAD showed significant decreases in SAD symptoms at post-treatment. Additionally, children with clinical levels of internalizing behavior demonstrated significant reductions in these symptoms, along with reduction of externalizing symptoms targeted in treatment. We discuss the possibility that treatments focusing on parent–child interactions and certain parenting skills may generalize across specific child symptom constellations.
Keywords: : PCIT; Clinical Disorders; Oppositional Defiant Disorder; Separation Anxiety Disorder; Comorbidity; Internalizing Behavior; Externalizing Behavior
Article: https://pubmed.ncbi.nlm.nih.gov/17467229/
The implementation of modified Parent-Child Interaction Therapy for youth with separation anxiety disorder
Pincus, D. B., Santucci, L. C., Ehrenreich, J. T., & Eyberg, S. M. (2008). The implementation of modified Parent-Child Interaction Therapy for youth with separation anxiety disorder. Cognitive and Behavioral Practices, 15, 118-125.
https://doi.org/10.1016/j.cbpra.2007.08.002
Abstract: Separation Anxiety Disorder (SAD) is the most prevalent anxiety disorder experienced by children, and yet empirical treatment studies of SAD in young children are virtually nonexistent. This paper will describe the development and implementation of an innovative treatment for SAD in young children. First, we will highlight the rationale for developing interventions specifically for SAD in young children. Second, we will describe an existing empirically supported treatment, Parent-Child Interaction Therapy (PCIT; Brinkmeyer, M. Y.,&Eyberg, S.M., (2003)), that may have particular applicability to very young children with SAD and their parents. We present how results from 10 pilot participants were utilized to modify PCIT to better address the needs of children with SAD and their families. The benefits and challenges of implementing this modified version of PCIT are reviewed, along with potential directions for future research in this area.
Keywords: PCIT; Model Adaptation Studies; Clinical Disorders; Separation Anxiety Disorder.
Article: https://www.sciencedirect.com/science/article/abs/pii/S1077722908000291?via%3Dihub
Adapting Parent-Child Interaction Therapy for young children with separation anxiety disorder
Pincus, D. B., Eyberg, S. M., & Choate, M. L. (2005). Adapting Parent-Child Interaction Therapy for young children with separation anxiety disorder. Education and Treatment of Children, 28, 163-181.
Abstract: Separation Anxiety Disorder (SAD) is currently the most prevalent, yet most under-researched anxiety disorder in childhood. To date, there have been few studies investigating the efficacy of interventions for young children with SAD. The primary purpose of this paper is to describe the process of tailoring Parent Child Interaction Therapy (PCIT) for young children aged 4-8 with SAD. The paper provides a theoretical rationale for using PCIT to treat young children with SAD. The first randomized clinical trial for young children with SAD is then described. The paper focuses on the process of adapting PCIT to make it most relevant for children with SAD. The specific challenges and rewards of conducting PCIT with anxious children and their parents are presented.
Keywords: PCIT; Model Adaptation Studies; Clinical Disorders; Separation Anxiety Disorder; Intervention; children; anxiety.
Article: https://www.jstor.org/stable/42899839?seq=1
Parent-Child Interaction Therapy for treatment of separation anxiety disorder in young children: A pilot study.
Choate, M. L., Pincus, D. B., Eyberg, S. M., & Barlow, D. H. (2005). Parent-Child Interaction Therapy for treatment of separation anxiety disorder in young children: A pilot study. Cognitive and Behavioral Practice, 12, 126-135.https://doi.org/10.1016/S1077-7229(05)80047-1
Abstract: Research suggests that Parent-Child Interaction therapy (PCIT) works to improve the child’s behavior by changing the child-parent interaction. PCIT has been effective in treating disruptive behavior in young children. This article describes a pilot study to apply PCIT to the treatment of separation anxiety disorder (SAD). A multiple-baseline design was used with 3 families with a child between the ages of 4 and 8 who had a principal diagnosis of SAD. Following treatment with PCIT, clinically significant change in separation anxiety was observed on all measures. Disruptive behaviors also decreased following treatment. Treatment gains were maintained at a 3-month follow-up interval. These findings suggest that PCIT may be particularly useful for treatment of young children with SAD, the most prevalent yet under-researched anxiety disorder of childhood. The results of this study support research delineating the important contribution of family factors to anxiety in childhood. Several mechanisms are proposed that may account for the dramatic decrease in separation-anxious behaviors seen in children during PCIT, including increased levels of child control, increased social reinforcement of brave behaviors, improved parent-child attachment, and decreased levels of parent anxiety. Results of this study provide promising initial evidence that PCIT may be efficacious for treating young children with SAD. A randomized clinical trial is warranted to further elucidate the efficacy of PCIT for treatment of SAD in young children.
Keywords: PCIT; Model Adaptation; Separation Anxiety Disorder.
Article: https://www.sciencedirect.com/science/article/abs/pii/S1077722905800471?via%3Dihub
Mood Disorder Articles
Neural Indicators of Anhedonia: Predictors and Mechanisms of Treatment Change in a Randomized Clinical Trial in Early Childhood Depression
Barch, D. M., Whalen, D., Gilbert, K., Kelly, D., Kappenman, E. S., Hajcak, G., & Luby, J. L. (2019). Neural Indicators of Anhedonia: Predictors and Mechanisms of Treatment Change in a Randomized Clinical Trial in Early Childhood Depression. Biological Psychiatry, 85(10), 863–871. 10.1016/j.biopsych.2018.11.021
Abstract: Early childhood depression is associated with anhedonia and reduced event-related potential (ERP) responses to rewarding or pleasant stimuli. Whether these neural measures are indicators of target engagement or treatment outcome is not yet known. We measured ERP responses to win and loss feedback in a guessing task and to pleasant versus neutral pictures in young (4.0–6.9 years of age) depressed children before and after randomization to either 18 weeks of Parent-Child Interaction Therapy–Emotion Development (PCIT-ED) treatment or waitlist (WL) control condition. Analyses included reward positivity (RewP) data from 118 children randomized to PCIT-ED treatment (n = 60) or WL control condition (n = 58) at baseline and late positive potential (LPP) data from 99 children (44 PCIT-ED treatment vs. 55 WL control condition) at baseline. Children in the PCIT-ED group showed a greater reduction in anhedonia (F 1,103 = 10.32, p =. 002, partial η2 =.09). RewP reward responses increased more (F 1,87 = 5.45, p =. 02, partial η2 =.06) for PCIT-ED and a greater change in RewP was associated with a greater reduction in major depressive disorder symptoms (r = −.24, p =. 05). Baseline RewP did not predict treatment change. LPPs to positive pictures did not change across treatment, but greater baseline LPPs to positive pictures predicted a higher likelihood of remission from major depressive disorder in the PCIT-ED group (B = 0.14; SE = 0.07; odds ratio = 1.15; p =.03). The ERP reward response improved in young children with depression during a treatment designed to enhance emotion development, providing evidence of target engagement of the neural systems associated with reward. Further, greater baseline LPP responses to positive pictures were associated with a greater reduction in depression, suggesting that this ERP measure can predict which children are most likely to respond to treatment.
Keywords: Anhedonia; Clinical trial; Depression; ERP; Preschool; Reward.
Article: https://pubmed.ncbi.nlm.nih.gov/33153527/
A novel early intervention for preschool depression: Findings from a pilot randomized controlled trial
Luby, J., Lenze, S., & Tillman, R. (2012). A novel early intervention for preschool depression: Findings from a pilot randomized controlled trial. Journal of Child Psychology and Psychiatry, 53, 313-322. https://doi.org/10.1111/j.1469-7610.2011.02483.x
Abstract: Validation for depression in preschool children has been established; however, to date no empirical investigations of interventions for the early onset disorder have been conducted. Based on this and the modest efficacy of available treatments for childhood depression, the need for novel early interventions has been emphasized. Large effect sizes (ES) for preschool psychotherapies for several Axis I disorders suggest that earlier intervention in depression may also be promising. Therefore, a novel form of treatment for preschool depression, Parent-Child Interaction Therapy Emotion Development (PCIT-ED) was developed and tested.|A preliminary randomized controlled trial (RCT) was conducted comparing PCIT-ED to psycho-education in depressed 3- to 7-year-olds and their caregivers. A total of 54 patients met symptom criteria for DSM-IV major depressive disorder and were randomized, 19 patients completed the active treatment (n = 8 dropouts) and 10 completed psycho-education (n = 17 dropouts).|Both groups showed significant improvement in several domains, with PCIT-ED showing significance in a greater number of domains. An intent-to-treat analysis suggested that PCIT-ED was significantly more effective than psycho-education on executive functioning (p = .011, ES = 0.12) and emotion recognition skills (p = .002, ES = 0.83).|The RCT proved feasible and suggests an individual control condition should be used in future trials to minimize differential dropout. These pilot data, although limited by power, suggest that PCIT-ED may be a promising early intervention for depression. Larger scale randomized controlled trials of PCIT-ED for depressed preschoolers are now warranted.
Keywords: PCIT; Model Adaptation Studies; Child; Preschool; Depressive Disorder, Major; Emotions; Family Therapy; Feasibility Studies; Female; Humans; Male; Parent-Child Relations; Parents; Pilot Projects; Play and Playthings; Program Evaluation; Treatment Outcome.
Article: https://pubmed.ncbi.nlm.nih.gov/22040016/
Parent-Child Interaction Therapy emotion development: A novel treatment for depression in preschool children
Lenze, S. N., Pautsch, J., & Luby, J. (2011). Parent-Child Interaction Therapy emotion development: A novel treatment for depression in preschool children. Depression and Anxiety, 28, 153-159.https://doi.org/10.1002/da.20770
Abstract: Psychotherapies with known efficacy in adolescent depression have been adapted for prepubertal children; however, none have been empirically validated for use with depressed very young children. Due to the centrality of the parent-child relationship to the emotional well-being of the young child, with caregiver support shown to mediate the risk for depression severity, we created an Emotional Development (ED) module to address emotion development impairments identified in preschool onset depression. The new module was integrated with an established intervention for preschool disruptive disorders, Parent Child Interaction Therapy (PCIT). Preliminary findings of an open trial of this novel intervention, PCIT-ED, with depressed preschool children are reported. PCIT was adapted for the treatment of preschool depression by incorporating a novel emotional development module, focused on teaching the parent to facilitate the child's emotional development and enhance emotion regulation. Eight parent-child dyads with depressed preschoolers participated in 14 sessions of the treatment. Depression severity, internalizing and externalizing symptoms, functional impairment, and emotion recognition/discrimination were measured pre- and posttreatment. Depression severity scores significantly decreased with a large effect size (1.28). Internalizing and externalizing symptoms as well as functional impairment were also significantly decreased pre- to posttreatment. PCIT-ED seems to be a promising treatment for preschoolers with depression, and the large effect sizes observed in this open trial suggest early intervention may provide a window of opportunity for more effective treatment. A randomized controlled trial of PCIT-ED in preschool depression is currently underway.
Keywords: PCIT; Model Adaptation Studies; Clinical Disorders; Affect; Child; Depressive Disorder/Psychology; Depressive Disorder/Therapy; Mood Disorders; Mother-Child Relations; Behavior Therapy; Humans.
Early childhood depression
Luby, J. L. (2009). Early childhood depression. American Journal of Psychiatry, 166, 974-979.https://doi.org/10.1176/appi.ajp.2009.08111709
Abstract: Although empirical evidence has recently validated clinical depression in children as young as age 3, few data are available to guide treatment of early childhood depression. Considering this gap in the literature, a novel dyadic psychotherapeutic model, Parent Child Interaction Therapy-Emotion Development, based on a well-known and effective manualized treatment for disruptive preschoolers, is currently being tested for use in depression. To balance safety and efficacy, dyadic developmental approaches are currently recommended as the first line of treatment for preschool depression. In the absence of data on the safety and efficacy of antidepressants in preschool depression, these agents are not recommended as a first- or second-line treatment at this time. This article provides an illustrative case example of preschool depression, outlines key considerations in differential diagnosis, and describes this novel form of treatment. It also clarifies parameters for the rare situations in which antidepressants may be tried when psychotherapeutic options fail and depression is severe and impairing.
Keywords: PCIT; Clinical Disorders; Depression
Article: https://ajp.psychiatryonline.org/doi/full/10.1176/appi.ajp.2009.08111709