Parent-child interaction therapy for children with disruptive behavior disorders.

2015 ◽  
pp. 159-180 ◽  
Author(s):  
Ashley T. Scudder ◽  
Amy D. Herschell ◽  
Cheryl B. McNeil
Keyword(s):  
Disruptive Behavior ◽  
Behavior Disorders ◽  
Disruptive Behavior Disorders ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

The Implementation of Parent–Child Interaction Therapy for the Treatment of Tourette Syndrome and Disruptive Behavior

2017 ◽  
Vol 17 (1) ◽  
pp. 38-54
Author(s):  
Maureen Monahan ◽  
Heather Agazzi ◽  
Brittany Jordan-Arthur
Keyword(s):  
Disruptive Behavior ◽  
Tourette Syndrome ◽  
Behavioral Problems ◽  
Psychosocial Functioning ◽  
Parent Child Relationship ◽  
Academic Difficulties ◽  
Parent Child Interaction Therapy ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child

A diagnosis of Tourette syndrome (TS) can confer a plethora of negative outcomes including impaired psychosocial functioning, academic difficulties, disruptive behavior, and mood dysregulation. Further, children diagnosed with TS can engender immense amounts of burden and stress experienced by their caregivers which can put strain and tension on the parent–child relationship. Uncovering efficacious treatments for improving the quality of life for children diagnosed with TS and their families represents both a great challenge as well as a chief concern for professionals working with this population. The present case study describes the provision of parent–child interaction therapy for addressing behavioral problems in a 5-year-old boy diagnosed with TS. Results suggest improvements in child compliance, decreases in disruptive behaviors, and decreases in certain symptomatology associated with TS. Treatment implications for working with youth with TS are described in detail.

Adapting Internet-Delivered Parent-Child Interaction Therapy to Treat Co-Occurring Disruptive Behavior and Callous-Unemotional Traits: A Case Study

2017 ◽  
Vol 16 (5) ◽  
pp. 370-387 ◽  
Author(s):  
Georgette E. Fleming ◽  
Eva R. Kimonis ◽  
Amy Datyner ◽  
Jonathan S. Comer
Keyword(s):  
Disruptive Behavior ◽  
Parent Management Training ◽  
Online Delivery ◽  
Parent Child Interaction Therapy ◽  
Cu Traits ◽  
Callous Unemotional ◽  
Child Interaction ◽  
Parent Child Interaction ◽  
Parent Child ◽  
Delivery Formats

Disruptive behavior disorders (DBD) are highly prevalent, emerge in early childhood, exhibit considerable stability across time, and are associated with profound disability. When DBD co-occur with callous-unemotional (CU) traits (i.e., lack of empathy/guilt), the risk of early-onset, stable, and severe disruptive behavior is even higher, relative to DBD alone. Early intervention is critical, and there is robust empirical support for the efficacy of parent management training (PMT) for reducing disruptive behavior in young children. However, broad access to these interventions is hindered by numerous systemic barriers, including geographic disparities in availability of services. To overcome these barriers and enhance access and quality of care to underserved communities, several PMT programs have been adapted to online delivery formats, including Parent-Child Interaction Therapy (PCIT). PCIT is an evidence-supported treatment that attempts to reduce disruptive child behavior by improving the parent–child relationship and implementing consistent and effective discipline strategies. Comer and colleagues proposed an online adaptation of PCIT (I-PCIT) that is delivered using video teleconferencing (VTC). I-PCIT was implemented with the family of a 5-year-old Australian boy presenting with clinically significant disruptive behavior and CU traits living in a rural community. Findings from this case report (a) document an improvement in disruptive behavior that was maintained to follow-up and (b) provide preliminary support for adapting PCIT to online delivery formats to enhance accessibility of services and improve child and parent outcomes.

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