TY - JOUR
T1 - Assessing the key to effective coaching in parent-child interaction therapy
T2 - The therapist-parent interaction coding system
AU - Barnett, Miya L.
AU - Niec, Larissa N.
AU - Acevedo-Polakovich, I. David
N1 - Funding Information:
Acknowledgments This study was supported by a grant to the second author from the National Institute of Mental Health (MH 070483). The authors acknowledge the research and clinical staff of the Center for Children, Families and Communities and Allyn E. Richards.
PY - 2014/6
Y1 - 2014/6
N2 - 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.
AB - 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.
KW - Assessment-guided treatment
KW - Behavioral parent training
KW - Child conduct problems
KW - In vivo coaching
KW - Mediators of change
KW - PCIT
KW - Parent-child interaction therapy
UR - http://www.scopus.com/inward/record.url?scp=84899945518&partnerID=8YFLogxK
U2 - 10.1007/s10862-013-9396-8
DO - 10.1007/s10862-013-9396-8
M3 - Article
AN - SCOPUS:84899945518
SN - 0882-2689
VL - 36
SP - 211
EP - 223
JO - Journal of Psychopathology and Behavioral Assessment
JF - Journal of Psychopathology and Behavioral Assessment
IS - 2
ER -