Date of Graduation
2009
Document Type
Thesis
Degree Type
MS
Committee Chair
Cheryl B. McNeil
Abstract
Various evidence-based behavioral parent training programs are theoretically designed to target parenting skills that enhance parent-child interactions. Many similarities exist across the empirically-supported interventions, however programs also include unique components (e.g., use of reflections in Parent-Child Interaction Therapy). Empirical examination of individual components is necessary to inform components that promote or deter intervention effectiveness and efficiency. An empirically established association among language delays, behavior difficulties, and poor longitudinal outcomes further supports a need for identification of facilitative components. Currently, examinations of individual components have largely targeted the effects of praise and time-out. Despite clinical assertions that additional components serve important roles in behavior modification, there is a paucity of research in this area. The current study examined two parenting components utilized in Parent-Child Interaction Therapy. Specifically, the effects of behavioral descriptions on on-task behavior and the effects of reflections on descriptive speech were measured during a coloring task. Twenty six parent-child dyads, with a child between ages 3-5, completed 5 parental- skill conditions. Results suggest that combined skills (i.e., praise, reflection, and behavioral description) increased child on-task behavior more than questions, reflections, or nonverbal attention; and that behavioral description alone increased on-task behavior more than questions. Furthermore, parental questions increased descriptive speech more than combined skills, behavioral description, reflection, and nonverbal attention. These findings suggest the utility of specific types of attention in altering child task behavior, and further support the need for additional component analyses and longitudinal projects to assess the effects of parental attention components on child development.
Recommended Citation
Tempel, Ashley B., "Parent-Child Interaction Therapy: The effects of parental attention components on children's verbalizations and attending-to-task behaviors." (2009). Graduate Theses, Dissertations, and Problem Reports (ETD). 11125.
https://researchrepository.wvu.edu/etd/11125