Parent‐child interaction training: Effects on family functioning

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Abstract
Parent‐child interaction training was designed for the treatment of disturbed preschool children and their families. This paper describes the treatment and its effects on seven referred children, their untreated siblings, and the psychological functioning of their parents using multiple process and outcome measures. High rates of attendance, home practice, cooperation, and satisfaction with treatment; significant pre‐ to post‐treatment changes in child and sibling behavior; and improvement in parental adjustment were found. Results suggest that one can alter parent‐child interaction patterns during a brief intervention so that family members are better able to interrelate and to deal effectively with problems.