Keeping an "I" on PRIDE: Measuring Imitation in Parent-Child Interaction Therapy.
Keeping an "I" on PRIDE: Measuring Imitation in Parent-Child Interaction Therapy.
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DOI：
10.1016/j.beth.2020.01.009
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发表时间：
2021-01
期刊：
影响因子：
3.7
通讯作者：
Yeh M
中科院分区：
文献类型：
--
作者：
McCabe KM;Sakamoto M;Rosas YG;Kehoe K;La R;Zerr A;Yeh M
在亲子互动疗法（PCIT）中，治疗师鼓励父母模仿孩子的行为，以表达对孩子行为的认可，并促进语言和社会认知技能的发展。然而，用于衡量 PCIT 期间教授的技能的二元亲子互动编码系统 (DPICS-IV) 不包括亲子模仿编码指南，因此很难确定 PCIT 如何影响它。当前的研究通过制定编码模仿指南来解决这个问题，然后使用这些指南对参与过去临床试验的 58 个墨西哥裔美国家庭的 DPICS-IV 片段进行编码。结果表明，这些编码指南可用于可靠地衡量父母和孩子的模仿行为。一系列附加分析支持了代码的构造有效性。具体而言，与正常治疗相比，PCIT 治疗前后的父母模仿有增加的趋势，但儿童模仿没有增加。此外，模仿孩子的父母也会得到更多模仿他们的孩子的回报。最后，父母模仿的改善，而不是孩子模仿的改善，与儿童行为问题的减少显着相关。需要进一步的研究来确定模仿的最佳频率，研究结果表明可能需要额外关注指导模仿。
In Parent-Child Interaction Therapy (PCIT), therapists encourage parents to imitate child behaviors in order to convey approval of the child’s actions and promote the development of linguistic and social-cognitive skills. However, the Dyadic Parent-Child Interaction Coding System (DPICS-IV), used to measure skills taught during PCIT, does not include guidelines for coding parent-child imitation, making it difficult to determine how PCIT affects it. The current study addresses this problem by developing guidelines for coding imitation, which were then used to code DPICS-IV segments from 58 Mexican American families who participated in a past clinical trial. Results suggest that these coding guidelines can be used to reliably measure parent and child imitation. A series of additional analyses supported the construct validity of the codes. Specifically, there was a trend for parent imitation, but not child imitation, to increase more from pre-post treatment in PCIT relative to treatment as usual. In addition, parents who imitate their children were found to have children who imitate them more in return. Finally, improvement in parent imitation, but not child imitation, was significantly related to decrease in child behavior problems. Further study is needed to determine the optimal frequency of imitation, and findings suggest that additional attention to coaching imitation may be warranted.
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