Volume_5_Issue_2_Digest

10 TPC Digest Read full article and references: Sheperis, C., Sheperis, D., Monceaux, A., Davis, R. J., & Lopez, B. (2015). Parent–child interaction therapy for children with special needs. The Professional Counselor , 5 , 248–260. doi: 10.15241/cs.5.2.248 Carl Sheperis, NCC, is the Chair of the Department of Counseling and Special Populations at Lamar University. Donna Sheperis, NCC, is an Associate Professor at Lamar University. Alex Monceaux is an Instructor at Lamar University. R. J. Davis and Belinda Lopez are Assistant Professors at Lamar University. Correspondence may be addressed to: Carl Sheperis, Box 10034, Beaumont, TX 77710, csheperis@lamar.edu. Carl Sheperis Donna Sheperis Alex Monceaux R. J. Davis Belinda Lopez Interaction Therapy (PCIT) is an approach that counselors can use to provide a family-focused intervention that can both reduce disruptive behavior in children and improve prosocial behavior. PCIT is a form of behavioral parent training that can be used in a variety of settings. PCIT is a data-driven process. Counselors establish baseline data related to parent and child interactions and then train parents in appropriate parenting skills. Counselors start the training process by modeling appropriate interaction. After modeling appropriate behaviors, parents interact directly with their children under the guidance of the counselor. The counselor can use direct or covert feedback through an observation window/ intercom combination or bug-in-the-ear device. Counselors continue the measurement process in each session and work toward incremental behavioral change. The goal is both increased prosocial behaviors and decreased problem behaviors over the course of the intervention. We present a review of methods for conducting PCIT from the professional literature, an overview of instructions for conducting PCIT that are grounded in research, and a case scenario depicting the practice of PCIT. This manuscript is meant to be a primer for professional counselors and is not meant to be the only source of PCIT training. Counselors should seek additional training and read the 2010 PCIT text by McNeil and Hembree-Kigin. The article provides an introduction to PCIT and then demonstrates the effectiveness of the approach through a review of the professional literature. Overall, the literature provides extensive evidence to support PCIT for working with children and parents. After demonstrating the effectiveness of PCIT, we then provide direct instructions for PCIT intervention. Please note that PCIT observation and coding strategies are quite complex. We review some of the basic elements of coding, but counselors are encouraged to seek additional training to become adept at the coding process. Finally, we examine PCIT in action by providing a case review that demonstrates each aspect of PCIT intervention. We demonstrate that appropriate behavioral intervention requires a solid foundation in behavioral theory. PCIT uses forms of reinforcement, redirection and behavioral function. These elements of behavioral training are often used incorrectly and thus require close attention when learning the process of PCIT. Overall, using PCIT requires training and practice to be successful. Parent–Child Interaction Therapy for Children With Special Needs Parent–Child