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Abstract
This study investigated the effectiveness of a parent-teacher intervention program at improving compliance in preschool children (ages 3.5–5 years old). The intervention was an adaptation of Parent-Child Interaction Therapy (PCIT) (Hembree-Kigin & McNeil, 1995) implemented within the context of Early Childhood-Conjoint Behavioral Consultation. Early Childhood-Conjoint Behavioral Consultation is defined as a structured, indirect problem-solving process, by which parents and teachers work together to identify a child's problem and apply interventions to improve parent-teacher congruence and child social behaviors (e.g., compliance). Five students participated in this research study.
The adapted PCIT used in this study added the preschool teacher as member of the intervention team. The intervention had two primary components: behavioral play therapy and compliance training for the child participants. A multiple-probe design across preschool participants was used in this study. Child behavioral response (i.e., compliance) and adult behavioral responses (i.e., commands, descriptions, reflections and praise) were targeted as outcome variables. Probe sessions of the outcome variables were conducted during baseline, treatment and follow-up phases for each child, parent and teacher participant.
All child participants demonstrated treatment gains in compliance behavior. A majority of participants maintained treatment gains in compliance at 9-day follow-up (4 out of 5 cases were assessed) and 2 to 4-week follow-up. Results indicate behavior gains appear to be related to intervention. In general, parents and teachers found consultation and early intervention procedures to be acceptable and effective. Consumer satisfaction measures suggested that the services offered by the consultant were satisfactory to the consultees.
