1 - (SYM 5) Piloting a Group-based, Time-limited Format of Pcit-toddler Among Japanese Mother-child Dyads

Toddlers who exhibit externalizing problems are at risk for developing psychosocial problems and maladjustment in later years (Campbell et al., 2006). Thus, the toddler age range is a critical point of intervention for early behavior problems. Parent-Child Interaction Therapy-Toddler (PCIT-T) is a behavioral parent training program targeting disruptive behaviors in toddlerhood (Girard et al., 2018). There is emerging evidence that suggests that PCIT-T may be effective in reducing child disruptive behaviors, parental stress, and parental depressive symptoms, as well as improving child noncompliance and positive parenting skills (Kohlhoff et al., 2014; 2020) among children ages 12-24 months. However, these preliminary studies have examined PCIT-T in an individual format using a mastery-based approach (i.e., parents’ successful acquisition of skills determine progression through treatment). Additionally, studies of PCIT-T have been limited to Western cultures (i.e., Australia). A group-based, time-limited version of PCIT-T may allow clinicians to expand their reach to more families in need of intervention. Studies investigating group-based formats of standard PCIT have demonstrated promising results, including significant improvements in child disruptive behavior and adaptive functioning (Niec et al., 2016); improvements in parenting stress and parenting skills (Ros & Graziano, 2019); and greater cost-effectiveness compared to individual formats (Hare & Graziano, 2020). 

The current presentation will describe the novel implementation of PCIT-T in a group-based, four-session format among five toddlers (Mage = 27.6 months; 60% male) and their mothers (Mage = 34.8 years) in Japan. The structure and components of the four sessions, comprising two didactic sessions and two coaching sessions, will be outlined in detail. Both qualitative and quantitative data were collected at pre-treatment, post-treatment, and at 3-month follow-up. Pre-post improvements in parent-reported child disruptive behavior on the Eyberg Child Behavior Inventory were observed across all dyads. Reductions in parenting stress on the Parenting Stress Index from pre-treatment to post-treatment and follow-up were observed in all but one dyad. Improvements in parenting skills as measured by the Dyadic Parent-Child Interaction Coding System were also observed. Themes from qualitative interviews with participating caregivers will be discussed in light of the quantitative findings and the cultural context.