1. Parent-Child Interaction Therapy Basic Coaching Guidelines Introduction Sheila Eyberg, PhD University of Florida

2. Copyright 2005 Sheila Eyberg  IGNORE negative behavior  STOP THE PLAY for dangerous or destructive behavior  Commands  Questions  Criticism  Labeled Praise  Reflection  Behavioral Description Increase Decrease The Coach’s Concrete Goals in the Child-Directed Interaction The Coach’s Concrete Goals in the Child-Directed Interaction

3. Copyright 2005 Sheila Eyberg Coach’s Concrete Goals in Parent-Directed Interaction –Indirect commands –Repeated commands –Questions –Criticism –Dawdling –Extra words in COPE –Direct command –Labeled praise after comply –Timeout chair after second noncomply –Warning after first noncomply –Direction to stay in chair –Timeout room if chair escape –Return to chair after room –Ask for readiness –COPE –Return to CDI Direct parents through the steps Direct parents through the steps Have parents correct mistakes Have parents correct mistakes

4. Copyright 2005 Sheila Eyberg Conceptualizing Coaching Principles similar to treatment principles Coaching principles differ in CDI and PDI CDI principles (coach lets parent lead)*  Differential Social Attention PDI principles (coach leads parent)  Operant Conditioning *Attachment theory explains what happens in CDI but doesn’t tell us what to do in coaching

5. Copyright 2005 Sheila Eyberg Principle of Differential Social Attention Parents perform behaviors that gain greatest support/approval from the therapist Therefore therapist responds differentially to correct and incorrect parenting skills Give more attention to correct parent behaviors  Praise enthusiastically  Describe the effect on the child  Explain the reason it was good Give less attention to incorrect parent behaviors CDI

6. Copyright 2005 Sheila Eyberg Operant Principles Social Learning Theory Coaching begins with a command “Okay, give a very simple direct command” Coach rewards parent compliance “Good direct command!” Coach does not ignore noncompliance “Make it direct – hand me…”  Coach requires compliance to the PDI steps PDI

7. Copyright 2005 Sheila Eyberg Bottom Line Effective coaching requires a basic understanding of behavioral principles Behavior principles lead to the behavior change in PCIT

8. Copyright 2005 Sheila Eyberg The Basics of Coaching the Basics Keep one eye always on the mastery goals…

9. Copyright 2005 Sheila Eyberg Mastery Criteria (Proxies for Attachment and Consistency) 10 Behavioral descriptions 10 Reflections 10 Labeled praises <3 Questions Commands Criticisms 4 commands 75% effective Direct Single Positive (do) Alpha (opportunity) 75% correct follow-through Labeled praise after comply Warning after noncomply If timeout, correct follow-through

10. Copyright 2005 Sheila Eyberg Coaching to Reach CDI Criteria The basic rule (follow the child’s lead) Good following! Describe what she’s doing. Good description! Let’s wait till she’s finished to praise it. Yes! The following skills (the PRIDE skills) Great reflection! Good labeled praise! Nice behavioral description. Excellent describing what she’s doing. PR CR DC LP

11. Copyright 2005 Sheila Eyberg Coaching to Reach PDI Criteria Leading (the basic rule) Help parent stay in control  “Nice command to get her back to the table.”  “Just ignore everything but her obey.” Using the exact words If close, reflect their words correctly If not close, have them re-do it  “ Make it direct, Give me…”  Make it direct. Good.  Whoops.

12. Copyright 2005 Sheila Eyberg General Coaching Guidelines Be brief (rarely more than 5 words at a time) Be quick (comment on behavior immediately) Be positive (focus on the half-full glass) Be enthusiastic (usually) Be supportive (when needed) PAY ATTENTION (ALWAYS) Be one step ahead...

13. Copyright 2005 Sheila Eyberg What Exactly Do Coaches Say? Good following Great behavior description Nice answering his question Great timing on ignoring Good direct command Great labeled praise Nice fast follow-through Excellent ignoring Perfect timing Good matter-of-fact tone Labeled Praises  Excellent idea to [parent independent good judgment]

14. Copyright 2005 Sheila Eyberg Describing components of theory He loves your attention He doesn’t like to be ignored She doesn’t like time out Describing changes in the parent Your praises seem very natural You said that with certainty Describing changes in the child He’s accepting your reflections today He’s handling frustration better this time Observations/Descriptions

15. Copyright 2005 Sheila Eyberg Direct commands Reflect what she just said. Tell her why it’s good. Just ignore that. Go back to CDI now. Think what you’ll say when he finishes. Indirect commands Thank-you for what? He deserves a big hug for that. Time’s up. You can help him if you want. Directives

16. Copyright 2005 Sheila Eyberg Oops, a question. A little leading… Might be better to say... Looks like a frown. You don’t want to give him attention for that. Be careful he understands. Was that a command!?! (humor) Gentle Correctives (rarely)

17. Copyright 2005 Sheila Eyberg Explaining effects of parent’s behavior Your praise makes her want to please you more. She’s talking more because of your reflections Explaining reasons for child’s behavior change She hasn’t been bossy today – your ignoring worked He’s calmer now – CDI really calms him down Explanations that Teach the Principles

18. Copyright 2005 Sheila Eyberg Negative behavior is attention seeking (not hateful, not evil)  He’s doing that to get your attention  He thinks if he keeps going you’ll give in  He’s not used to not getting his way Interpretations that Reframe Child Motivation

19. Copyright 2005 Sheila Eyberg Coaches do say STOP! If a parent is hurting a child or hurting looks imminent Immediately command the parent to stop – then go in and talk about it

20. Coaching Defines PCIT Let’s watch coaching in action!