Title: Parent Child Interaction Therapy (PCIT)
1Parent ChildInteraction Therapy(PCIT)
The Future of School Psychology Task Force on
Family-School Partnerships Kathryn Woods,
Stephanie Bieltz, and Amanda Clinton
2Definition
- PCIT is a short-term, empirically
- validated intervention that is designed
- for families with young children.
- This form of treatment may be used for
- externalizing and internalizing problems
- and a broad range of behavioral, emotional, and
- developmental problems exhibited in childhood.
- See PCIT Handout 1 for More Information
3Rationale for a Multi-Tiered Approach to
Family-School Partnerships
- Family-school partnerships provide a context for
families and educators to collaboratively
identify and prioritize concerns across a
continuum of opportunities and intensities - Prevention and intervention efforts and supports
are delivered toward a universal and targeted
audience - A multi-tiered approach enables families and
educators to provide services based on a
students responsiveness to previous preventions,
interventions, and supports - See PCIT Handout 2 for More Information
4Explanation for a Multi-Tiered Approach to
Family-School Partnerships
- Provides various levels of family-school supports
based on a students identified need and
responsiveness to previous efforts - Universal Family-school collaboration provided
to support all students and families (e.g., 4 As,
Parent-School Collaboration, Parent Involvement,
Parent Education) - Targeted Family-school collaboration provided
to support identified students and families
unresponsive to previous universal efforts (e.g.,
Parent Education and Intervention, Parent
Consultation) - Intensive Family-school collaboration provided
to students and families unresponsive to previous
targeted efforts (e.g., Parent Consultation
conjoint behavioral consultation and Parent
Intervention)
5The Multi-Tiered Approach to Family-School
Partnerships
Tier 3 Intensive, Individual Interventions Indivi
dualized supports for families and students
unresponsive to the first two tiers (e.g., Parent
Consultation conjoint behavioral consultation
and Family Intervention)
Tier 3 1-7
Tier 2 Targeted Group Interventions Specific
preventions and remedial interventions for
targeted groups of families and students
identified as at risk and unresponsive to the
first tier (e.g., Parent Training and
Intervention, Parent Consultation)
Tier 2 5-15
Tier 1 Universal Interventions Engaging all
families as collaborative partners (e.g., 4 As,
Family-School Collaboration, Parent Involvement,
Parent Education)
Tier 1 80-90
6Rationale for Using PCIT
- Early intervention is critical to prevent
negative developmental trajectories and outcomes - Unlike other techniques used to improve child
behavior, PCIT emphasizes a comprehensive
treatment approach that is focused on increasing
positive behavior, decreasing negative behavior,
and improving the parent-child relationship
(McDiarmid Bagner, 2005) - Parent-child relationships are at the heart of
many intervention efforts and intervention
efforts that focus on improving this relationship
enable families to interact with their children
and achieve satisfying relationships and positive
outcomes for children and their families for
years to come (Epps Jackson, 2000) - See Overview Module for More Information on
- Partnering with Families
7PCIT Research
- Research examining the effectiveness of PCIT has
found - Statistically and clinically significant
improvements in child disruptive behaviors and
noncompliance - Treatment effects that generalize to home,
daycare, preschool, early elementary classroom
settings, and untreated siblings - Significant improvements in parent reported
activity and stress levels, child internalizing
problems, and self-esteem - High degree of participant satisfaction
- Clinically significant improvements maintained at
one and two-year follow-up evaluations - See PCIT Implementation Guidelines for Factors
that - Influence the Effectiveness of PCIT
8Treatment Goals
- Goals for treatment include
- An improvement in the quality of the parent-child
relationship - An increase in parenting skills
- An increase in child prosocial behaviors
- A decrease in child behavior problems
- A decrease in parenting stress
- (Hembree-Kigin McNeil, 1995)
9Steps in PCIT
- Step 1 Pretreatment Assessment of Child
and Family Functioning and
Feedback - Step 2 Teaching Behavioral Play Therapy
Skills - Step 3 Coaching Behavioral Play Therapy
- Skills
- Step 4 Teaching Discipline Skills
10Steps in PCIT cont.
- Step 5 Coaching Discipline Skills
- Step 6 Posttreatment Assessment of
Child and Family Functioning and
Feedback - Step 7 Boosters
- (Information on steps and session
content gathered from Hembree-Kigin McNeil,
1995)
11Session 1 - Intake
- Average Length 1-2 Sessions
- Process
- Information is gathered on concerns,
developmental history, family functioning, and
family stressors - Formal testing is conducted which will serve as a
baseline measure of a childs behavior and
parenting skills - Therapist observes and may videotape how the
parent and child interact with one another - Feedback on these interactions will be provided
during the next session - See PCIT Implementation Guidelines for
- More Information on PCIT Sessions
12Session 1 Intake
- Process cont.
- Information is also collected regarding the
familys experience using time-out - Time-out is described in later sessions so it is
important to inform the family that the time-out
that will be described is different from the one
that may have been used unsuccessfully in the
past - Feedback regarding assessment results and
treatment planning is provided - Preliminary feedback on observations is discussed
along with results from formal testing - Parents are asked why they believe their child is
experiencing problems - Therapist tries to reduce any feelings of guilt
the parents may have for their childs behavior
problems while also encouraging them to take
responsibility for successfully resolving them
13Available Resources
- Assessment tools that may be used during intake
- Parent Report Measures
- Child Behavior Checklist Parent Form
- Eyberg Child Behavior Inventory
- Parenting Stress Index
- Social Skills Rating System
- Conners Parent Rating Scale Revised
- Vineland Adaptive Behavior Scales
- Childhood Autism Rating Scale
- Minnesota Multiphasic Personality Inventory 2
- Beck Depression Inventory
-
- See PCIT Handout 3 for References
14Available Resources cont.
- Assessment tools that may be used during intake
- Teacher Report Measures
- Sutter-Eyberg Student Behavior Inventory
- Child Behavior Checklist
- Social Skills Rating System
- Conners Teacher Rating Scale
- Child Report Measures
- Harter Pictoral Scale of Perceived Competence and
Social Acceptance for Young Children - Peabody Picture Vocabulary Test Revised
-
- See PCIT Handout 3 for
References
15Session 2 Teaching BehavioralPlay Therapy
- Average Length 1 Session
- Process
- Goals of behavioral play therapy are described
- Rationale for the use of brief daily home play
therapy sessions is presented - Do and Dont skills of behavioral play
therapy are described - Use of strategic attention and selective ignoring
are discussed - All skills are modeled together
- Parents are coached as they role-play skills
- Logistics of play therapy at home are discussed
16Session 2 Teaching Behavioral Play Therapy
- Goals of Behavioral Play Therapy
- Goals based on presenting concerns
- Important to convey that playtime is a
therapeutic intervention and not just playing
with the child - Daily Home Play Therapy Practice
- To be done for at least 5 minutes everyday with
the child leading the activity - Play therapy should not be viewed as a privilege
that the child can earn or lose - Playtime is often more important on days when the
child has misbehaved
17Session 2 Teaching Behavioral Play Therapy
- Do Skills (DRIP)
- Describe appropriate behavior
- Reflect appropriate verbalizations
- Imitate appropriate play
- Praise prosocial behavior
- Dont Skills
- Give commands or make requests
- Ask questions
- Criticize or correct in a negative way
18Session 2 Teaching Behavioral Play Therapy
- Using Strategic Attention
- Involves using the Do skills of behavioral play
therapy - Used to reward the behaviors adults would like to
see the child display more often - First, identify the behaviors or qualities that
the parent sees as desirable and prosocial even
if infrequent at first - Parents may want to think of the behaviors they
would like to see their child display as opposed
to their inappropriate behaviors - Once behaviors are identified, parents are to
lookout for targeted behavior - Catch the child being good
- Parents are encouraged to use strategic attention
and praise appropriate behavior as much as
possible throughout the day
19Session 2 Teaching Behavioral Play Therapy
- Using Selective Ignoring
- Parents are to identify behaviors or qualities
they would like to see diminished - In order for ignoring to be effective the child
must be doing the problem behavior to get a
reaction or attention from the parent - Therapist then helps the parents analyze whether
or not their attention rewards the child for
engaging in each of the behaviors and whether the
removal of attention should be expected to impact
the behavior - Important for parents to understand that a
behavior that is ignored will get worse before it
gets better - Parents should determine if they can tolerate
having the behavior get worse before it gets
better - Parents must also understand that once they begin
to ignore a behavior they must continue to ignore
the behavior until it stops occurring
20Session 2 Teaching Behavioral Play Therapy
- Modeling Skills Together
- The therapist may model the skills with the
parent pretending to be the child or show a
videotaped segment of a parent with a child who
presented with similar problems - After demonstrating the combined skills the
parent performs a role-play - The therapist should encourage parents to perform
the Do skills and may suggest specific phrases
for the parent to repeat - Purpose is to show the parent how it feels to do
the skills and what it is like to have someone
providing frequent feedback on their performance
21Session 2 Teaching Behavioral Play Therapy
- Considerations
- Behavioral play therapy is particularly helpful
for one-parent families - These parents may often feel stressed and
overburdened and this playtime provides them with
positive interactions and time with their
children - Two-parent families should consider alternating
days in which each parent engages in play therapy
with the child - Parents can also do play therapy at home with all
of their children between the age of 2 and 7 - Before leaving the session, parents should know
when and where they will conduct play therapy in
their home - Should be done in a place that is quiet, private,
and free of distractions and should occur at
about the same time everyday - Parents are reminded to practice for 5 minutes a
day and are given a recording sheet to note
whether or not they practiced and any
difficulties or problems that came up during
playtime
22Session 3 Coaching Behavioral Play Therapy
Skills
- Average Length 2 4 Sessions
- Process
- Check-in and review homework
- Recording of play therapy skills
- Coaching of play therapy skills
- Feedback on progress and homework assignment
- Individual time with child (optional)
23Session 3 Coaching Behavioral Play Therapy
Skills
- Observing Behavioral Play Therapy Skills
- The parent and child play together for five
minutes and the therapist records the parents
progress on a chart that is updated on a weekly
basis - Progress is compared to mastery criteria
- Criteria is based on concept of overlearning
principles taught by therapists
24Session 3 Coaching Behavioral Play Therapy
Skills
- Coaching the Do and Dont Skills Tips for
Therapists - Make coaching brief and precise
- Should take the form of labeled praise, gentle
correction, directives, and observations - Coach after nearly every parent verbalization
- Give more praise than correction
- Coach easier skills first
- Incorporate observations into feedback
- Make use of humor
- Move from more directive to less directive
coaching
25Session 3 Coaching Behavioral Play Therapy
Skills
- Qualitative Aspects of Parent-Child Interactions
- Physical closeness and touching
- Eye contact, facial expressions, vocal qualities
- Turn-taking, sharing, polite manners
- Developmentally sensitive teaching
- Task persistence
26Session 4 Teaching Discipline Skills
- Average Length 1 Session
- Process
- Explain use of compliance exercises
- Discuss how to give effective directions
- Discuss how to determine if child has obeyed
- Discuss consequences for obeying
- Discuss consequences for disobeying
- Present backups for time-out
- Coach parents as they role-play discipline skills
27Session 4 Teaching Discipline Skills
- Importance of Compliance Exercises
- Parents are informed of the importance of
consistency, predictability, and follow-through - Parents are taught to view all misbehavior as
falling into two categories noncompliance and
disruptiveness - Noncompliance refusing to do what one is told
- Disruptiveness doing things that one is told
not to do
28Session 4 Teaching Discipline Skills
- Importance of Compliance Exercises cont.
- Best way to teach compliance is through practice
- By receiving a great deal of enthusiastic praise
for small accomplishments, the child views
minding in a more positive light and the habit of
defying simple requests is weakened - Once compliance is improved within these
exercises parents are coached in more real-life
situations such as getting their child to come in
from outside
29Session 4 Teaching Discipline Skills
- Determining Compliance
- Even with well-stated commands it is sometimes
difficult to determine if a child has obeyed - The following situations should be discussed with
the parent to determine if the child complied
with the parents direction - Doing something slightly different from the
parents request - Dawdling
- Playing Deaf
- Partially complying
- Minding with a bad attitude
- Undoing
30Session 4 Teaching Discipline Skills
- Consequences for Obeying
- Parents are taught to praise their child as
specifically as possible when their child
complies with a request - Labeled praise such as Thanks for minding, I
like it when you do what I ask, or Good
following instructions! - When enthusiastic labeled praises are given for
listening children begin to view compliance in a
more positive light - In addition to labeled praise, the parent should
mention that they are happy that the child did
not have to go to time-out
31Session 4 Teaching Discipline Skills
- Consequences for Disobeying
- If a child does not follow a parents command,
parents are instructed to not repeat the command,
but make a two-choices statement - Parents hold up two fingers and says in a neutral
tone of voice, You have two choices. You can
put Mr. Potato Head back in the box or go to
time-out. - It is critical that a parent never provides a
two-choices statement without being prepared to
follow through with time-out - After giving the statement, parents are taught to
watch closely to determine whether their child
has complied - If so, enthusiastic praise is given
- If not, the parent should proceed with time-out
32Session 4 Teaching Discipline Skills
- Time-Out
- Parent should escort child to time-out and then
explain that the child is to sit in the chair
until they can get off - The time-out chair should be in a specific,
boring location that is free from distractions
or attention from others - Time-out is over after the child has spent three
minutes in time-out chair - More time may be added if child misbehaves in
time-out chair
33Session 4 Teaching Discipline Skills
- Backups for time-out
- Isolation in another room
- Restriction of privileges
- Ways to handle time-out escape
- Stand by time-out chair
- Place hand on childs shoulder as they sit in
time-out - Repeatedly place child back in time-out chair
- Add additional time for time-out escapes
- Explain to child that time-out does not begin
until they sit appropriately - Parents role-play discipline skills
- Time-out procedures are reviewed
- Parents should not use time-out until after the
next session with additional coaching by the
therapist
34Session 5 Coaching Discipline Skills
- Average Length 4-6 Sessions
- Process
- Rehearse time-out with family
- Coach discipline skills
- Combine play therapy and discipline skills
- Coach time-out
35Session 5 Coaching Discipline Skills
- Guidelines for Coaching Discipline Skills
- Give one instruction at a time
- Use positively stated instructions
- Coach both verbal and nonverbal communication
- Praise parental compliance
- Offer support and reassurance
- Use relaxation training strategies
36Session 6 Posttreatment Assessment of Child
and Family
- Average Length 1 2 Sessions
- Process
- Therapist and family review therapy progress
- Discuss strategies for addressing any remaining
problems - Decide on a schedule for maintenance or booster
sessions
37Session 6 Posttreatment Assessment of Child
and Family
- Measures that were administered before treatment
are repeated - Changes on formal measures and videotaped
interactions of the family from pretreatment to
posttreatment are reviewed - Problem-solving skills are reviewed with the
parents so that they can apply their new
parenting strategies to a variety of problems
that may come up - Parents are asked to identify at least one
remaining concern and formulate a plan to address
this concern
38CASE EXAMPLE
39Background
- Tommy is a 5-year, 3 month-old English-speaking
African-American male who demonstrates behavioral
difficulties including talking back to adults,
ignoring directions, and hitting other children
when frustrated - He is the child of an older single mother and has
two siblings in their early twenties
40Step 1 Pretreatment Assessment
- Interview
- Mrs. Smith, Tommy, and Tommys siblings attend
the session - First, the limits of confidentiality are
explained to the family - During a semi-structured interview, Mrs. Smith
describes Tommys developmental history, which is
significant for slight language delays. She
shares that the family is under considerable
stress given her long work days, the absence of
Tommys father, and the need to rely on her adult
children to care for Tommy after preschool
41Step 1 Pretreatment Assessment, cont.
- Interview, cont.
- During the interview, Tommy is permitted to play
with toys in the room. He is observed by the
therapist to select plastic dinosaurs which he
has run in the air and often strikes against
one another with loud crashing sounds - As Tommy becomes increasingly louder and more
active, Mrs. Smith responds to his behavior by
yelling, Stop! Similar techniques are employed
by Tommys elder sister, while his brother
ignores Tommy - The therapist is careful to encourage Mrs. Smith
to feel comfortable managing her sons behavior
as best she can and does not intervene
42Step 2 Formal Assessment
- Formal Assessment
- Tommy is observed for a few minutes while the
therapist speaks to his mother about the
questionnaires she will complete - Next, formal assessment is conducted
- Tommy is administered the Peabody Picture
Vocabulary Test due to reported concerns about
his language development - While Tommy is being evaluated, Mrs. Smith
responds to the items on a series of behavioral
checklists, including the Child Behavior
Checklist Parent Form, Eyberg Child Behavior
Inventory, and Parenting Stress Index, in order
to establish baseline information
43Step 2 Teaching Behavioral Play Therapy
- Teaching Play Therapy
- Mrs. Smith receives information about the goals
of play therapy - Mrs. Smith learns that the interventions are
designed to improve her relationship with her son
while reducing Tommys aggression and anger and
increasing his self-esteem - Daily home therapy is explained to her as being
done for at least 5 minutes each day and that the
child should lead the activity - She expresses understanding, along with doubts,
that this 5 minute play activity must take place
even on days when Tommy has been non-compliant
because it can break the negative cycle of
behavioral non-compliance
44Step 2 Teaching Behavioral Play Therapy, cont.
- Teaching Play Therapy, cont.
- The therapist explains the acronym DRIP to Mrs.
Smith. - Mrs. Smith practices with the therapist, starting
out by saying, You play with the dolls. The
therapist reminds her it is important to
describe, reflect, imitate, and praise. Mrs.
Smith then says, as the therapist picks up a car
and starts to play with it, You picked a red car
and you are driving it along the street.
45Step 2 Teaching Behavioral Play Therapy, cont.
- Teaching Play Therapy, cont.
- When Mrs. Smith demonstrates a solid grasp of the
use of DRIP techniques through role plays with
the therapist, she and the therapist make plans
for follow-up play sessions at home - Mrs. Smith decides that the most convenient place
and time to practice behavioral play therapy will
be just after dinner each day. She plans to play
with Tommy in his room, since it is a relatively
quiet location
46Step 3 Coaching Behavioral Play Therapy
- Coaching Play Therapy
- Mrs. Smith shares her record of play therapy
sessions - She demonstrates that she engaged in play therapy
5 of the 7 days between sessions - Her efforts and consistency are praised by the
therapist
47Step 3 Coaching Behavioral Play Therapy
- Coaching Play Therapy, cont.
- Next, Mrs. Smith and Tommy play together for 5
minutes in a therapy room while the therapist
observes behind a one-way mirror - Mrs. Smith is reminded to praise Tommy when he
shares his toy with her and to avoid asking
questions and giving commands
48Step 3 Coaching Behavioral Play Therapy, cont.
- Coaching Play Therapy, cont.
- Mrs. Smith shares her record of play therapy
sessions indicating that she engaged in play
therapy 6 of the 7 days between sessions - During this 2nd session, focused on coaching
behavioral play therapy, Mrs. Smith is encouraged
to ignore behaviors that continue to be of
concern to her. Specifically, when Tommy grabs
toys away from her or bangs them together, she
attends to another toy and does not say anything - As soon as Tommy realizes that his mother is not
attending to his acting out, he offers to share
with her. Mrs. Smith reflects on this behavior
and praises him
49Step 3 Coaching Behavioral Play Therapy,
cont.
- Coaching Play Therapy, cont.
- Mrs. Smith shares that she engaged in play
therapy 4 of the 7 days between sessions - During this session, qualitative aspects of PCIT
are the focus - Mrs. Smith is encouraged to make eye contact with
Tommy and sit close to him or give him a hug when
he engages in appropriate behaviors, especially
when he persists on a task that is difficult for
him - Tommy responded to attention from his mother by
continuing to engage in appropriate behaviors
50Step 4 Teaching Discipline Skills
- Teaching Discipline
- This session explains to Mrs. Smith how to
effectively implement consequences for Tommys
inappropriate behavior - The therapist focuses on increasing Tommys
compliance during play by helping Mrs. Smith give
effective directions to Tommy - When they are not followed, Mrs. Smith
identifies and responds to non-compliant behavior
51Step 4 Teaching Discipline Skills
- Teaching Discipline, cont.
- Mrs. Smith gives Tommy two choices, to follow her
command or go to time-out - Mrs. Smith practices giving direct commands and
the use of time-out in the therapists office
52Step 5 Coaching Discipline Skills
- Coaching Discipline
- Mrs. Smith is taught to increase Tommys
compliance with her requests by setting small
goals toward a skill that she knows Tommy can
learn - Mrs. Smith picks building a house with blocks,
since she knows Tommy can do it. She begins by
giving Tommy a single simple instruction, Tommy,
put the red blocks at the bottom of the house - When he does so, she smiles broadly, gives him a
pat on the back and says, Good listening! You
put the red blocks at the bottom of the house
53Step 5 Coaching Discipline Skills
- Coaching Discipline, cont.
- Mrs. Smith continues to give commands in simple
language - When Tommy is noncompliant, Mrs. Smith holds up
two fingers and calmly but firmly says, Tommy,
you have two choices. You can put the roof on
the house or go to time-out - Tommy stands with his arms folded looking at his
mother then throws a block - Mrs. Smith gets up and escorts Tommy to time-out.
He will not go with her so she gently picks him
up and sets him in the pre-determined time-out
area for 3 minutes
54Step 5 Coaching Discipline Skills
- Coaching Discipline, cont.
- When time-out is over, Mrs. Smith repeats the
original command in which Tommy was noncompliant - Mrs. Smith says, Tommy, put the cardboard on top
for a roof. Tommy does nothing - Mrs. Smith holds up two fingers and says, Tommy,
you have two choices. You can put the chimney on
the roof on the house or go to time-out. - Tommy hesitates, and then puts the chimney on the
roof of the house, which causes it to collapse - Mrs. Smith praises Tommy for showing he was
listening by putting chimney on the house
55Step 5 Coaching Discipline Skills
- Coaching Discipline, cont.
- Mrs. Smith and Tommy play in an appropriate
manner without further events during this session - Tommy obeys commands that his mother makes in an
appropriate fashion and time-out is not required
56Step 6 Posttreatment Assessment
- Posttreatment Assessment
- The measures utilized in the initial assessment
are re-administered in order to provide
comparative results to Mrs. Smith - Results indicate that Tommy demonstrates
significantly less aggression during play and
more appropriate methods for seeking his mothers
attention. Areas of progress are discussed and
comparison scenes on videotape are shown to
demonstrate Tommys improvements - Tommys remaining difficulties of a short
attention span and limited coping skills for
challenges are discussed - Mrs. Smith indicates a willingness to continue to
work on gradually increasing Tommys play
sessions to help with his attention span. She
also discusses ways in which she can provide
additional praise that might influence greater
coping during play therapy sessions at home
57Step 6 Posttreatment Assessment
- Posttreatment Assessment, cont.
- Maintenance sessions are scheduled once a month
with Mrs. Smith and Tommy - At each session, the therapist and Mrs. Smith
discuss present concerns and ways to address them - Mrs. Smith and Tommy spend time interacting with
one another while the therapist provides feedback
and reinforcement as needed - A future booster session is scheduled for 3
months after their last meeting
58Future Directions
- Determine what specific context or individual
variables lead to greater treatment effectiveness - Identify groups most likely to benefit from
treatment to ensure that services are provided to
those who will most likely benefit - Identify groups who have shown to be less
responsive to treatment to identify groups in
need of further study and how to modify PCIT
procedures to better serve these groups - Examine effects in real-world clinics without
intense supervision to improve treatment
protocols and dissemination - Examine outcomes for families that do not
complete training - (Herschell, Calzada, Eyberg, McNeil, 2002)
59Future Directions
- Examine the range of comorbid disorders (e.g.
internalizing disorders, chronic pediatric
illness, developmental disorders) that may be
affected by PCIT - Explore the extent to which PCIT can be adapted
- Investigate effectiveness of PCIT among diverse
populations in terms of ethnicity and cultural
factors - Determine ways in which treatment should be
tailored to maximize gains in minority groups - Examine what therapist behaviors contribute to
improved treatment outcomes - (Herschell, Calzada, Eyberg, McNeil, 2002)
60Future Directions
- Identify families at-risk for drop out and
factors that may promote their adherence to
treatment - Determine the level of training necessary to
produce therapeutic gains - Evaluate alternate ways to deliver treatment to
ensure accurate implementation so critical
treatment components are not altered - Examine long-term maintenance of treatment
effects - Predictors of long-term treatment outcomes
- (Herschell, Calzada, Eyberg, McNeil, 2002)
61References
- Bates, S. L. (2005). Evidence-based family-school
interventions with preschool children. School
Psychology Quarterly, 20, 352-370. - Epps, S. Jackson, B. (2000). Empowered
families, successful children Early - intervention programs that work. American
Psychological Association. - Hembree-Kigin, T.L. McNeil, C.B. (1995).
Parent-Child Interaction Therapy. New York
Plenum Press. - Herschell, A. D., Calzada, E. J., Eyberg, S. M.,
McNeil, C. B. (2002). Parent child interaction
therapy New directions in research. Cognitive
and Behavioral Practice, 9, 9-16. - Jacob-Timm, S. Hartshorne, T. S. (1998). Ethics
and law for school psychologists (3rd ed.). New
York Wiley Sons. - McDiarmid, M. D. Bagner, D. M. (2005).
Parent-child interaction therapy for children
with disruptive behavior and developmental
disabilities. Education and Treatment of
Children, 28, 130-141.