Assessing the key to effective coaching in parent-child interaction therapy: The therapist-parent interaction coding system

Miya L. Barnett, Larissa N. Niec, I. David Acevedo-Polakovich

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

Abstract

This paper describes the initial evaluation of the Therapist-Parent Interaction Coding System (TPICS), a measure of in vivo therapist coaching for the evidence-based behavioral parent training intervention, parent-child interaction therapy (PCIT). Sixty-one video-recorded treatment sessions were coded with the TPICS to investigate (1) the variety of coaching techniques PCIT therapists use in the early stage of treatment, (2) whether parent skill-level guides a therapist's coaching style and frequency, and (3) whether coaching mediates changes in parents' skill levels from one session to the next. Results found that the TPICS captured a range of coaching techniques, and that parent skill-level prior to coaching did relate to therapists' use of in vivo feedback. Therapists' responsive coaching (e.g., praise to parents) was a partial mediator of change in parenting behavior from one session to the next for specific child-centered parenting skills; whereas directive coaching (e.g., modeling) did not relate to change. The TPICS demonstrates promise as a measure of coaching during PCIT with good reliability scores and initial evidence of construct validity.

Original languageEnglish
Pages (from-to)211-223
Number of pages13
JournalJournal of Psychopathology and Behavioral Assessment
Volume36
Issue number2
DOIs
StatePublished - Jun 2014

Keywords

  • Assessment-guided treatment
  • Behavioral parent training
  • Child conduct problems
  • In vivo coaching
  • Mediators of change
  • PCIT
  • Parent-child interaction therapy

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