Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-26T12:59:51.619Z Has data issue: false hasContentIssue false
  • English
  • Français

Changes in Hyperactivity and Temperament in Behaviourally Disturbed Preschoolers after Parent–Child Interaction Therapy (PCIT)

Published online by Cambridge University Press:  22 February 2012

Reginald D.V. Nixon
Reginald D.V. Nixon*
Affiliation:
University of Sydney
*
*Address for correspondence: Reginald D.V. Nixon, Centre for Trauma Recovery, University of Missouri – St. Louis, 8001 Natural Bridge Rd, St Louis, MO 63121, USA. Email: [email protected]
Get access

Abstract

Changes in hyperactivity and temperament in preschool-aged children who underwent a behavioural management program with their mothers were examined. Families of 34 behaviourally disturbed preschool-aged children (aged 3–5) were randomly allocated to either parent–child interaction therapy (PCIT; Eyberg, 1988) or a waiting-list control group (WL). A group of 21 nondisturbed preschoolers was recruited as a social validation comparison condition (SV). Diagnostic status was assessed using a structured clinical interview for DSM-IV disruptive behaviour disorders, with measures of behaviour and temperament obtained via parent report. At posttreatment, PCIT preschoolers were reported by their mothers to have reduced hyperactivity and more flexible temperament, and were less likely to meet criteria for ADHD than the WL group. By 6-month follow-up, children who had received PCIT were comparable to the SV group on ratings of oppositional behaviour and hyperactivity. The finding that a behavioural intervention may influence stable child characteristics is discussed.

Type
Research Article
Information
Behaviour Change , Volume 18 , Issue 3 , 01 September 2001 , pp. 168 - 176
Copyright
Copyright © Cambridge University Press 2001

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abidin, R.R. (1995). Parenting Stress Index: Professional Manual (3rd ed.). Odessa, FL: Psychological Assessment Resources.Google Scholar
Achenbach, T.M., & Edelbrock, C. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: University of Vermont, Department of Psychiatry.Google Scholar
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author. Google Scholar
Auerbach, V., Nixon, R., Forrest, K., Gooley, S., & Gemke, G. (1999). Group intervention program for oppositional, noncompliant and aggressive preschoolers. Clinical Psychologist, 3, 30–34.CrossRefGoogle Scholar
Barron, A.P., & Earls, F. (1984). The relation of temperament and social factors to behavior problems in three-year-old children. Journal of Child Psychology and Psychiatry, 25, 23–33.CrossRefGoogle ScholarPubMed
Bates, J.E. (1989). Application of temperament concepts. In G.A., Kohnstamm, J.E., Bates, & M.K., Rothbart (Eds.), Temperament in childhood (pp. 321–356). Chichester, UK: Wiley.Google Scholar
Brestan, E.V., Eyberg, S.M., Boggs, S.R., & Algina, J. (1997). Parent–child interaction therapy: Parent's perceptions of untreated siblings. Child and Family Behavior Therapy, 19(3), 13–28.CrossRefGoogle Scholar
Campbell, S.B., & Ewing, L.J. (1990). Follow-up of hard-to-manage preschoolers: Adjustment at age 9 and predictors of continuing symptoms. Journal of Child Psychology and Psychiatry, 31, 871–889.CrossRefGoogle ScholarPubMed
Campbell, S.B., Ewing, L.J., Breaux, A.M., & Szumowski, E.K. (1986). Parent-referred problem three-year-olds: Follow-up at school entry. Journal of Child Psychology and Psychiatry, 27, 473–488.CrossRefGoogle ScholarPubMed
Del’Homme, M.A., Sinclair, E., & Kasari, C. (1994). Preschool children with behavioral problems: Observation in instructional and free play contexts. Behavioral Disorders, 19, 221–232.CrossRefGoogle Scholar
Egeland, B., Kalkoske, M., Gottesman, N., & Erickson, M.F. (1990). Preschool behavior problems: Stability and factors accounting for change. Journal of Child Psychology and Psychiatry, 31, 891–909.CrossRefGoogle ScholarPubMed
Eisenstadt, T.H., Eyberg, S., McNeil, C.B., Newcomb, K., & Funderburk, B. (1993). Parent–child interaction therapy with behavior problem children: Relative effectiveness of two stages and overall treatment outcome. Journal of Clinical Child Psychology, 22, 42–51.CrossRefGoogle Scholar
Eyberg, S.M. (1988). Parent–child interaction therapy: Integration of traditional and behavioral concerns. Child and Family Behavior Therapy, 10(1), 33–46.CrossRefGoogle Scholar
Eyberg, S.M., Boggs, S.R., & Algina, J. (1995). Parent–child interaction therapy: A psychosocial model for the treatment of young children with conduct problem and their families. Psychopharmacology Bulletin, 31, 83–91.Google ScholarPubMed
Eyberg, S.M., & Pincus, D. (1999). Eyberg Child Behavior Inventory and Sutter–Eyberg Student Behavior Inventory – Revised: Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Fabes, R.A., Eisenberg, N., Jones, S., Smith, M., Guthrie, I., Poulin, R., Shepard, S., & Friedman, J. (1999). Regulation, emotionality, and preschoolers’ socially competent peer interactions. Child Development, 70, 432–442.CrossRefGoogle ScholarPubMed
Feil, E.G., & Becker, W.C. (1993). Investigation of a multiple-gated screening system for preschool behavior problems. Behavioral Disorders, 19, 44–53.CrossRefGoogle Scholar
Fullard, W., McDevitt, S.C., & Carey, W.B. (1984). Assessing temperament in one- to three-year-old children. Journal of Pediatric Psychology, 9, 205–216.CrossRefGoogle ScholarPubMed
Goyette, C.H., Conners, C.K., & Ulrich, R.F. (1978). Normative data on the revised Conners parent and teacher rating scales. Journal of Abnormal Child Psychology, 6, 221–236.CrossRefGoogle ScholarPubMed
Hanf, C.A. (1969, April). A two-stage program for modifying maternal controlling during mother–child (MC) interaction. Paper presented at the meeting of the Western Psychological Association, Vancouver, BC.Google Scholar
Hembree-Kigin, T.L., & McNeil, C.B. (1995). Parent– child interaction therapy. New York: Plenum..CrossRefGoogle Scholar
Hinshaw, S.P. (1987). On the distinction between attentional deficits / hyperactivity and conduct problems / aggression in child psychopathology. Psychological Bulletin, 101, 443–463.CrossRefGoogle ScholarPubMed
Kyrios, M., & Prior, M. (1991). Temperament, stress and family factors in behavioral adjustment of 3-5-yearold children. In S., Chess & M.E., Hertizig (Eds.), Annual progress in child psychiatry and child development (pp. 285–311). New York: Brunner/Mazel.Google Scholar
Lavigne, J.V., Arend, R., Rosenbaum, D., Sinacore, J., Cicchetti, C., Binns, H.J., Christoffel, K.K., Hayford, J.R., & McGuire, P. (1994). Interrater reliability of the DSM-III-R with preschool children. Journal of Child Abnormal Psychology, 22, 679–690.CrossRefGoogle ScholarPubMed
Lavigne, J.V., Gibbons, R.D., Christoffel, K.K., Arend, R., Rosenbaum, D., Binns, H., Dawson, N., Sobel, H., & Isaacs, C. (1996). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 204–214.CrossRefGoogle ScholarPubMed
Luk, S., Leung, P.W., Bacon-Shone, J., Chung, S., Lee, P.W., Ng, R., Lieh-Mak, F., Ko, L., Wong, V.C.N., & Yeung, C.Y. (1991). Behaviour disorder in preschool children in Hong Kong. British Journal of Psychiatry, 158, 213–221.CrossRefGoogle ScholarPubMed
Marakovitz, S.E., & Campbell, S.B. (1998). Inattention, impulsivity, and hyperactivity from preschool to school age: Performance of hard-to-manage boys on laboratory measures. Journal of Child Psychology and Psychiatry, 39, 841–851.Google ScholarPubMed
McArdle, P., O’Brien, G., & Kolvin, I. (1995). Hyperactivity: Prevalence and relationship with conduct disorder. Journal of Child Psychology and Psychiatry, 36, 279–303.CrossRefGoogle ScholarPubMed
McNeil, C.B., Capage, L.C., Bahl, A., & Blanc, H. (1999). Importance of early intervention for disruptive behavior problems: Comparison of treatment and waitlist-control groups. Early Education and Development, 10, 445–454.CrossRefGoogle Scholar
McNeil, C.B., Eyberg, S., Eisenstadt, T.H., Newcomb, K., & Funderburk, B. (1991). Parent–child interaction therapy with behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology, 20, 140–151.CrossRefGoogle Scholar
Moffitt, T.E. (1990). Juvenile delinquency and attention deficit disorder: Boys’ developmental trajectories from age 3 to age 15. Child Development, 61, 893–910.CrossRefGoogle ScholarPubMed
Mouton, P.Y., & Tuma, J.M. (1988). Stress, locus of control, and role satisfaction in clinic and control mothers. Journal of Clinical Child Psychology, 17, 217–224.CrossRefGoogle Scholar
Nixon, R.D.V. (2000). Mothers’ perceptions of oppositional preschoolers: Parenting techniques, satisfaction and beliefs about control. Journal of Applied Health Behaviour, 2(1), 23–31.Google Scholar
Pedlow, R., Sanson, A., Prior, M., & Oberklaid, F. (1993). Stability of maternally reported temperament from infancy to 8 years. Developmental Psychology, 29, 998–1007.CrossRefGoogle Scholar
Pierce, E.W., Ewing, L.J., & Campbell, S.B. (1999). Diagnostic status and symptomatic behavior of hardto- manage preschool children in middle childhood and early adolescence. Journal of Clinical Child Psychology, 28, 44–57.CrossRefGoogle Scholar
Pisterman, S., McGrath, P., Firestone, P., Goodman, J.T., Webster, I., & Mallory, R. (1989). Outcome of parent-mediated treatment of preschoolers with attention deficit disorder with hyperactivity. Journal of Consulting and Clinical Psychology, 57, 628–635.CrossRefGoogle ScholarPubMed
Prior, M. (1992). Childhood temperament. Journal of Child Psychology and Psychiatry, 33, 249–279.CrossRefGoogle ScholarPubMed
Prior, M.R., Sanson, A.V., & Oberklaid, F. (1989). The Australian temperament project. In G.A., Kohnstamm, J.E., Bates, & M.K., Rothbart (Eds.), Temperament in childhood (pp. 537–554). Chichester, UK: Wiley.Google Scholar
Rapee, R., & Sweeney, L. (1999, July). The prevention of anxiety disorders in temperamentally anxious four-year-olds. Paper presented at the 22nd National Conference of the Australian Association for Cognitive and Behaviour Therapy, Fremantle, WA.Google Scholar
Reid, J.B., Kavanagh, K., & Baldwin, D.V. (1987). Abusive parents’ perceptions of child problem behaviors: An example of parental bias. Journal of Abnormal Child Psychology, 15, 457–466.CrossRefGoogle ScholarPubMed
Reimers, T.M., Wacker, D.P., Derby, K.M., & Cooper, L.J. (1995). Relation between parental attributions and the acceptability of behavioral treatments for their child's behavior problems. Behavioral Disorders, 20, 171–178.CrossRefGoogle Scholar
Richman, N., Stevenson, J.E., & Graham, P.J. (1982). Pre-school to school: A behavioural study. London: Academic Press.Google Scholar
Richman, N., Stevenson, J.E., & Graham, P.J. (1985). Sex differences in outcome of pre-school behaviour problems. In A.R., Nicol (Ed.), Longitudinal studies in child psychology and psychiatry: Practical lessons from research experience (pp. 75–89). New York: Wiley.Google Scholar
Rubin, K.H., & Mills, R.S.L. (1990). Maternal beliefs about adaptive and maladaptive social behaviors in normal, aggressive, and withdrawn preschoolers. Journal of Abnormal Child Psychology, 18, 419–435.CrossRefGoogle ScholarPubMed
Sanson, A., Smart, D., Prior, M., & Oberklaid, f. (19930. Precursors of hyperactivity and aggression. Journal of the American Academy of Child and Adolescent Psychiatry, 32, 1207–1216.CrossRefGoogle Scholar
Sanson, A.V., Smart, D.F., Prior, M., Oberklaid, F., & Pedlow, R. (1994). The structure of temperament from age 3 to 7 years: Age, sex, and sociodemographic influences. Merrill–Palmer Quarterly, 40, 233–252.Google Scholar
Schuhmann, E.M., Foote, R.C., Eyberg, S.M., Boggs, S.R., & Algina, J. (1998). Efficacy of parent–child interaction therapy: Interim report of a randomized trial with short-term maintenance. Journal of Clinical Child Psychology, 27, 34–45.CrossRefGoogle ScholarPubMed
Sheeber, L.B., & Johnson, J.H. (1994). Evaluation of a temperament-focused, parent-training program. Journal of Clinical Child Psychology, 23, 249–259.CrossRefGoogle Scholar
Sonuga-Barke, E., Stevenson, J., & Thompson, M.J.J.(1996). Mental health in preschool children and their mothers in a mixed urban/rural population: II. Family and maternal factors and child behaviour. British Journal of Psychiatry, 168, 21–25.CrossRefGoogle Scholar
Speltz, M.L., McClellan, J., DeKlyen, M., & Jones, K. (1999). Preschool boys with oppositional defiant disorder: Clinical presentation and diagnostic change. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 838–845.CrossRefGoogle ScholarPubMed
Stevenson, J., Thompson, M.J.J., & Sonuga-Barke, E. (1996). Mental health in preschool children and their mothers in a mixed urban/rural population: III. Latent variable models. British Journal of Psychiatry, 168, 26–32.CrossRefGoogle Scholar
Stouthamer-Loeber, M., Loeber, R., Farrington, D.P., Zhang, Q., Van Kammen, W., & Maguin, E. (1993). The double edge of protective and risk factors for delinquency: Interrelations and developmental patterns. Development and Psychopathology, 5, 683–701.CrossRefGoogle Scholar
Thomas, A., & Chess, S. (1977). Temperament and development. New York: Brunner/Mazel.Google Scholar