Date of Graduation
Eberly College of Arts and Sciences
Amy D Herschell
Cheryl B McNeil
Nicholas A Turiano
There is a growing need to train clinicians in evidence-based treatments (EBTs) to increase the accessibility of research-informed treatments in community settings (Herschell, Kolko, Baumann, & Davis, 2010). Multi-component trainings, which commonly include ongoing support, are more effective than one-day workshops, reading treatment manuals, and other brief training methods. The present study examines the effectiveness of one form of ongoing support, consultation, as part of a multi-component training protocol. Thirty-two community-based clinicians were trained in Parent-Child Interaction Therapy (PCIT) as part of a statewide implementation effort, and data were collected on several training (e.g., knowledge) and implementation (e.g., acceptability) outcomes at pre-, mid-, and post-training. Simple and multiple linear regression analyses were conducted to predict post-training knowledge, skill, acceptability, and feasibility, as well as to examine clinician variables that moderate these relations. Consultation call attendance significantly predicted post-training skill. However, the impact of consultation call attendance on skill was qualified by a significant interaction for PCIT caseload. Implications for training guidelines are discussed.
Jackson, Carrie B., "An Examination of the Consultation Component of a Training Protocol for Parent-Child Interaction Therapy" (2017). Graduate Theses, Dissertations, and Problem Reports. 5869.