Bw. Funderburk et al., PARENT-CHILD INTERACTION THERAPY WITH BEHAVIOR PROBLEM CHILDREN - MAINTENANCE OF TREATMENT EFFECTS IN THE SCHOOL SETTING, Child & family behavior therapy, 20(2), 1998, pp. 17-38
Followup school assessments were conducted 12 months and 18 months fol
lowing completion of Parent-Child Interaction Therapy (PCIT), a behavi
oral family therapy for preschool children with disruptive behavior di
sorders. Subjects in the treatment group displayed significant home an
d school behavior problems prior to treatment, and showed clinically s
ignificant improvement in home behavior after completing the 14-sessio
n program. Additionally, behavioral improvements generalized to school
without direct classroom intervention. At the 12-month followup, subj
ects in the treatment group maintained post-treatment improvements on
observational and teacher rating measures of classroom conduct problem
s and showed further improvements in social competency. Compared to th
e 72 control subjects, the treatment group improved to within the norm
al range of conduct problems and social competence at the 12-month fol
lowup. At the 18-month followup, subjects maintained improvements in c
ompliance, but demonstrated declines on most measures into the range o
f pre-treatment levels.