The 3 Faces of DPICS: Examining coding protocols for research & practice Susan Timmer, PhD., Nancy Zebell, PhD. Anthony Urquiza, PhD CAARE Diagnostic and Treatment Center Department of Pediatrics UC Davis Children’s Hospital Sacramento, CA 916 734-6610 www.pcittrainingcenter.org Copyright 2004. UC Regents. All rights reserved.
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The 3 Faces of DPICS: Examining coding protocols for research & practice Susan Timmer, PhD., Nancy Zebell, PhD. Anthony Urquiza, PhD CAARE Diagnostic and.
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The 3 Faces of DPICS:Examining coding protocols for
research & practice
Susan Timmer, PhD., Nancy Zebell, PhD.
Anthony Urquiza, PhD
CAARE Diagnostic and Treatment CenterDepartment of Pediatrics
UC Davis Children’s HospitalSacramento, CA916 734-6610
www.pcittrainingcenter.orgCopyright 2004. UC Regents. All rights reserved.
• Explore different ways of using DPICS to assess treatment progress at mid-treatment.
• Discuss the usefulness of conducting a mid-treatment DPICS assessment.
Reviewing the Goals of CDI
• General Treatment Goal: – Help parent develop warm, sensitive
parenting style while still able to set limits in a non-coercive way (Baumrind, 1966).
• Goal of PCIT therapist:– Adjust specific patterns of parents’ verbal
behavior, thereby adjusting parents’ and children’s expectations of one another, and the quality of their relationships.
PCIT Model of Change
Model:
Proximal: primary goal Secondary Goal
Change parent verbal Change of qualityresponses to child behavior of parenting
Change child’s behavior
Mid-treatment DPICS Assessment: Current
practices at UCD CAARE• Parents must meet mastery criteria twice during the 5-minute coding in CDI sessions. Decision to move dyad to PDI is based on CDI performance, not mid-treatment assessment.
•15 Minute DPICS videotaped
•Only CDI segment of DPICS is coded (live) to check parents’ continued use of PRIDE skills. A 5-minute coding is done throughout treatment using CDI instructions.
•Agencies trained by UCD CAARE are told that Mid-Treatment DPICS is optional.
Goals & Purposes of a Assessment at Mid-
Treatment• Goals:
– Measure the degree to which therapists’ have changed parents’ verbal behavior
– Measure the degree to which the changes in verbal behavior have changed the quality of the parent-child relationship.
• Purposes:– Better understanding of parents’ generalization
of CDI skills to different situations.
– Better understanding of child’s response to parent’s use of power and control in context of their new CDI skills.
– Greater sensitivity to dyads’ strengths and weaknesses.
Method & Procedure
•CODING OF 15-MINUTE DPICS ASSESSMENT MID-TREATMENT
– DPICS II coding of mother & child verbalizations– 5-minute CDI– 2 minutes each of CDI, PDI, and Clean Up
–Emotional Availability (CDI, PDI, & CU) using EA Scales, 3rd Ed. (Biringen, 1998). Parent scales quantify sensitivity, hostility, intrusiveness, & structuring. Child scales quantify responsiveness to parent & involvement of parent in play.
–Why the first 2 minutes of CDI, PDI & CU? (Maximizes times of transition)
–Why use EA scales? (Need to measure the global quality of the parent-child relationship)
Marital status: 32% married, 40% divorced/separated, 28% single
Perpetrators of abuse: 20%
Victims of domestic violence: 24%
Question 1: Is 2 minutes of coding a representative sample of a 5 minute segment of CDI at Mid-treatment?Question 2: What does 2 CDI-2 PDI-2 CU coding indicate that 5 minutes of CDI does not?
Table 1: % of Verbalizations in 5 minutes of CDI, 2 minutes of CDI, and 2 minutes of CDI, PDI, and CU combined (6 minutes total)
• 5 min vs 2 min CDI comparisons revealed few differences. Only fewer BDs and more RFs are observed. Other percentages of parent verbalizations did not differ significantly.– Conclusion: Coding for 2 minutes may be sufficient
to obtain a representative sample of parent-child interactions.
• 5 minutes of CDI vs. the first 2 minutes of CDI, PDI, and CU show significantly more commands, and fewer BDs, RFs, and LPs. A significant increase in child critical statements were also observed.– Conclusion: Greater total numbers of parent
commands and child critical statements suggest that CDI skills might not be generally maintained across PDI and Clean-Up.
Using EA to detect differences in parenting
qualityTable 2: Mean scores parent EA scales in CDI,
• Cluster analysis using numbers of non-optimal scales in CDI, PDI, & CU revealed 3 groups with different patterns of parenting quality in the DPICS assessment:
– Optimal parenting CDI, PDI, CU (N=9)– Mixed: Optimal parenting CDI, non-optimal PDI & CU (N=10)– Non-optimal parenting CDI, PDI, CU (N=6)
Question 3: How can we tell these groups apart by looking at parents’ DPICS verbalization patterns?
Table 4: Number of positive verbalizations (BD, RF, LP, & UP) in CDI, PDI, & Clean Up for Optimal, Mixed, and Non-optimal groups
• Engages easily with parent, does not ignore parent’s bids to play
• Happy
• Relaxed
• Willing to let parent be in charge, doesn’t give parent a lot of commands
• Balance between focus on autonomous play and parent’s engagement
• No negative affect apart from possible initial protest to activity change
Figure 3: Children’s responsiveness (EA) to parents by parenting quality in DPICS (Optimal range= 5+)
1
5
Optimal
parenting
Mixed parenting Non-optimal
parenting
CDI
PDI
CU
Reflections of the parenting quality: Assessing child’s behavior from looking at the 15 minute DPICS (cont’d.)
• Clean up performance: – Compliant- cleans up when asked, does not
have to be asked repeatedly to clean up, may protest mildly when initially asked to clean-up
– Compliance with considerable prompting- Cleans up, but gets easily side-tracked and is repeatedly prompted, or tries to distract parent from need to clean up.
– Mostly to completely non-compliant- Does not comply with most requests. May put a few things away, or put toys away then refuse to come back to chair, but predominantly non-compliant.
Figure 4: % of children who clean up when parents are in optimal, mixed, and non-optimal parenting quality groups
0%
20%
40%
60%
80%
100%
Optimal Mixed Non-optimal
% Clean up
% Clean up withprompts
% Non-comply
Clinical Implications
• Goals of assessment– Better understanding of parents’
generalization of CDI skills to different situations.
– Better understanding of child’s response to parent’s use of power and control in context of their new CDI skills.
– Greater sensitivity to dyads’ strengths and weaknesses.