Behavioral Parent Training Skills and Child Behavior: The Utility of Behavioral Descriptions and Reflections

Abstract

Empirical examination of components of behavioral parent training programs is necessary to inform treatment effectiveness and efficiency; however, comprehensive research on many components is lacking. The current study examined two parenting components utilized in Parent-Child Interaction Therapy by investigating the effects of behavioral descriptions on on-task behavior and the effects of reflections on descriptive speech. Twenty six parent-child dyads, with a child age 3–5, completed five parental-skill conditions. Results suggest that combined skills increased child on-task behavior more than other conditions; and that behavioral description alone increased on-task behavior more than questions. Furthermore, parental questions increased descriptive speech more than other forms of parental attention. These findings provide preliminary support for the utility of specific types of parental attention.

KEYWORDS:

• behavioral parent training
• components
• externalizing
• parenting

Acknowledgments

Ashley B. Tempel is now at University of Pittsburgh School of Medicine, Western Psychiatric Institute and Clinic. Stephanie M. Wagner is now at New York University Child Study Center.

The authors would like to thank their research assistants—Sasha Canan, Rachel Dillon, Andrew Craig, Kristin Lemaster, Will Lemieux, and Alison Shanholtzer—for assisting with coding the parent-child interactions and providing invaluable child care services during study visits. They would also like to acknowledge committee members—Drs. Steven Branstetter and Amy Gentzler—for providing their experienced perspectives and support. They are appreciative of the funding assistance provided by the WVU College/Academic Affairs Student Research Fund and the Department of Psychology Alumni Fund. Lastly, this project would not have been possible without the participating families, who kindly opened their homes and allowed the authors to observe their parent-child interactions.

Notes

Note. CI = confidence interval; LL = lower limit; UL = upper limit.

^a n = 26; df = 25. ^b n = 21; df = 20.

Note. CI = confidence interval; LL = lower limit; UL = upper limit; n = 21; df = 20.