PARENT-CHILD INTERACTION THERAPY (PCIT)

We are PCIT certified therapist that specialize in the administration of  parent-child interaction therapy (PCIT).  PCIT has strong research support as a disruptive behavior treatment and has been documented to be effective through research for a variety of concerns, such as oppositional defiant disorder (ODD), autism spectrum disorder (ASD), and attention-deficit hyperactivity disorder (ADHD). Further, it has  also demonstrated its efficacy and effectiveness in the administration of PCIT  through telehealth practices. We have provided summaries of PCIT treatment below and include research articles notating their efficacy and effectiveness broadly along with the administration of these services through telehealth practice. 

 Parent-Child Interaction Therapy (PCIT) is a behavioral and attachment-based therapy designed to improve the relationship between care takers and their children. PCIT is a disruptive behavior treatment typically used to manage symptoms  associated with oppositional defiant disorder (ODD), autism spectrum disorder (ASD), and attention-deficit/hyperactivity disorder (ADHD). PCIT has the most research support for children ages 2-7. It was developed by Dr. Sheila Eyberg, and focuses on enhancing parenting skills and improving the parent-child relationship through two main components: the  Child Directed Interactions (CDI) and Parent Directed Interactions (PDI).

PCIT emphasizes the importance of immediate feedback and practice, with therapists coaching parents during interactions to ensure that skills are applied correctly and consistently. The goal is to create a more harmonious family dynamic and to equip parents with the tools they need to manage their child's behavior successfully.

Child Directed Interaction (CDI): This component helps parents manage their child's behavior through positive-attention and direct interaction. It includes coaching parents in real-time to use the learned techniques to improve the parent-child interactions.

Parent Directed Interaction (PDI): This component focuses on teaching parents effective discipline strategies and ways to promote positive behavior. It involves training in specific techniques like positive reinforcement, consistent discipline,  effective communication, and time out procedures.

Assessment: The therapy begins with an assessment of the child’s behavior, the family dynamics, and the parent-child relationship. This helps in tailoring the intervention to the specific needs of the family. The assessment is called the Dyadic Parent-Child Interaction Coding System (DPICS) observation. In addition, parents will complete the Eyberg Child Behavior Inventory (ECBI)  every session to monitor the child's behavior outside of therapy and treatment progress. 

Weekly Sessions: PCIT typically involves weekly sessions with both the parent(s) and child. The sessions are often conducted in a room in your home where therapists observe interactions through a our telehealth platform using wireless headphones and provide real-time feedback and coaching.

CDI Sessions : Parents are taught PRIDE skills, which stand for Praise, Reflection, Imitation, Description, and Enjoy. These skills help parents to interact positively with their child and reinforce desirable behaviors.

PDI Sessions: Parents learn effective discipline techniques, including  setting clear expectations, using time-outs, and consistently enforcing rules.   

Graduation : Parents and child celebrate their success in graduating from therapy by planning a special event and receiving a certificate of completion. 

Improve Parent-Child Interactions: PCIT aims to strengthen the parent-child relationship through positive reinforcement and effective communication.

Reduce Problematic Behaviors: By implementing consistent discipline strategies, PCIT helps reduce challenging behaviors such as aggression, non-compliance, and tantrums.

Enhance Parenting Skills: The therapy equips parents with tools to manage their child's behavior effectively and to foster a positive and supportive home environment.

• Bagner, D. M., Berkovits, M. D., Coxe, S., Frech, N., Garcia, D., Golik, A., ... & Comer, J. S. (2023). Telehealth treatment of behavior problems in young children with developmental delay: a randomized clinical trial. JAMA pediatrics, 177(3), 231- 239.
• Comer, J. S., Furr, J. M., Miguel, E. M., Cooper-Vince, C. E., Carpenter, A. L., Elkins,
• R. M., ... & Chase, R. (2017). Remotely delivering real-time parent training to the home: An initial randomized trial of Internet-delivered parent–child interaction therapy (I-PCIT). Journal of consulting and clinical psychology, 85(9), 909.
• Comer, J. S., Furr, J. M., Del Busto, C., Silva, K., Hong, N., Poznanski, B., ... & Puliafico, A. (2021). Therapist-led, internet-delivered treatment for early child social anxiety: A waitlist- controlled evaluation of the iCALM telehealth program. Behavior therapy, 52(5), 1171-1187.
• Fleming, G. E., Kimonis, E. R., Datyner, A., & Comer, J. S. (2017). Adapting Internet- delivered Parent-Child Interaction Therapy for co-occurring disruptive behavior and callous-unemotional traits: A case study. Clinical Case Studies, 16(5), 370-387. 
• Fleming, G. E., Kimonis, E. R., Furr, J. M., & Comer, J. S. (2020). Internet-delivered parent training for preschoolers with conduct problems: Do callous-unemotional traits moderate efficacy and engagement? Journal of Abnormal Child Psychology, 48(9), 1169- 1182
• Fleming, G. E., Kohlhoff, J., Morgan, S., Turnell, A., Maiuolo, M., & Kimonis, E. R. (2021). An effectiveness open trial of Internet-delivered parent training for young children with conduct problems living in regional and rural Australia. Behavior Therapy, 52(1), 110-123. 
• Fowles, T. R., Masse, J. J., McGoron, L., Beveridge, R. M., Williamson, A. A., Smith, M. A., & Parrish, B. P. (2018). Home-based vs. clinic-based parent–child interaction therapy: Comparative effectiveness in the context of dissemination and implementation. Journal of Child and family Studies, 27, 1115-1129.
• Jent, J. F., Rothenberg, W. A., Peskin, A., Acosta, J., Weinstein, A., Concepcion, R., Dale, C., Bonatakis, J., Sobalvarro, C., Chavez, F., Hernandez, N., Davis, E., & Garcia, D. (2023). An 18-week model of Parent-Child Interaction Therapy: Clinical approaches, treatment formats, and predictors of success for predominantly minoritized families. Frontiers in Psychology, 17.
• Peskin, A., Barth, A., Rothenberg, W.A., Turzi, A., Formoso, D., Garcia, D., & Jent, J.F. (2023) New therapy for a new normal: Comparing telehealth and in-person time-limited Parent-Child Interaction Therapy. Behavior Therapy, 55(1):106-121. 
• Ros-DeMarize, R., Boan, A., Bradley, C., Klein, J., & Carpenter, L. (2023). Tele-PCIT: initial examination of internet delivered PCIT for young children with autism. Child Psychiatry & Human Development, 1-10.
• Sanchez, A. L., Javadi, N., & Comer, J. S. (2024). Family engagement in a behavioral parenting intervention: A randomized comparison of telehealth versus office-based treatment formats. Journal of Consulting and Clinical Psychology, 92(6), 344–355