An Investigation of Factors that Influence Acceptability of Parent Training

Parent training is an effective intervention for parents of children with a variety of childhood disorders, including conduct problems, and parents often view behavioral parent training as acceptable. Explanations and rationales for parent training are commonly provided at the beginning of treatment. The purpose of this study was to determine whether changing the description of a behavioral parenting intervention influenced parents’ acceptability ratings and whether mothers and fathers differed in their ratings. There were 78 participants (39 mother-father dyads) in this study. Participants viewed one of two descriptions of parent training that focused on either addressing deficits in parenting skills or enhancing existing parenting skills. Parents’ acceptability of the treatment descriptions was evaluated using the Treatment Evaluation Inventory—Short Form. Participants also completed the Eyberg Child Behavior Inventory and The Parental Locus of Control Scale. A multiple linear regression and a mixed factorial ANOVA were used to analyze the data. There was not a significant interaction between parent gender and parent training description type. There was also not a significant difference in the acceptability of the two parent training descriptions. However, mothers rated both treatment descriptions as more acceptable than did fathers. Results indicated that parental locus of control significantly predicted acceptability of the parent training descriptions. The results of the current study suggested that treatment acceptability was not influenced by the way that the interventions were described. Future research should focus on how to increase acceptability of parent training for fathers and parents with an external locus of control

Using Technology to Expand the Reach of PCIT

Disruptive behavior disorders are the most common behavioral health referral for children. While numerous evidence-based behavioral parent training programs exist to ameliorate these problems, dissemination attempts have still fallen short of population need. Further, family barriers to treatment and low family retention rates have limited the effectiveness and reach of behavioral parent training programs. Technology-enhanced services and dissemination have been cited as potential solutions for increasing both parent training population reach and family engagement in services. Parent–child interaction therapy (PCIT) lends itself naturally to the use of technology. Technology is already embedded in PCIT delivery as therapists live coach parent–child interactions from behind a one-way mirror or via live, secure video feed (in-office or home-based). The use of a live coaching model of treatment has led to innovations in dissemination, training, and supervision methods for training PCIT clinicians. The model has also led to advances in technology-based approaches to the delivery of PCIT and the augmentation of existing PCIT services. Within this chapter, we explore methods for how technology can expand the reach of PCIT. Specifically, we discuss technology-based PCIT training approaches and technologically enhanced delivery of services and consider future directions for other technologically driven formats of PCIT delivery or dissemination