Attention-Deficit / Hyperactivity Disorder (ADHD) Articles
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).
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)
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)
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).
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)
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)
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)
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
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)
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
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)
Brinkmeyer, M. Y., & Eyberg, S. M. (2003)
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)
Separation Anxiety Disorder Articles
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)
Pincus, D. B., Eyberg, S. M., & Choate, M. L. (2005)
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)
Lenze, S. N., Pautsch, J., & Luby, J. (2011)
Early childhood depression (abstract)
Luby, J. L. (2009)
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).
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)
Puliafico, A. C., Comer, J. S., & Pincus, D. B. (2012)
Intellectual Disability & Developmental Delay Articles
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)
McDiarmid, M. D., & Bagner, D. M. (2005)
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).
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.
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.
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.
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
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.
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.
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.
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.
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.