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PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 1
Parent-Child Interaction Therapy
Integrity Checklists and Session Materials
I
Sheila Eyberg
and
Members of the Child Study Laboratory
University of Florida
1999
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 2
Table of Contents
THERAPY ORIENTATION SESSION.............................................................................................5
Policy for Cancellations and No Shows ........................................................................................9
CDI Homework Sheet.................................................................................................................10
PCIT Progress Note....................................................................................................................11
Integrity Checklist........................................................................................................................13
CDI TEACHING SESSION............................................................................................................15
Child Directed Interaction Handout.............................................................................................21
Suggested Toys for CDI..............................................................................................................25
CDI Homework Sheet.................................................................................................................26
PCIT Progress Note....................................................................................................................27
Integrity Checklist........................................................................................................................29
ECBI Graph (Change over Course of Treatment).......................................................................31
FIRST CDI COACHING SESSION................................................................................................32
Coaching Guidelines for 1st CDI Coaching Session....................................................................34
Parent CDI Coding Sheet ...........................................................................................................35
DPICS Coding Sheet for Therapist.............................................................................................36
CDI Homework Sheet.................................................................................................................37
CDI Skills Summary Sheet..........................................................................................................38
PCIT Progress Note....................................................................................................................39
Integrity Checklist........................................................................................................................41
SECOND CDI COACHING SESSION...........................................................................................43
CDI Mastery Criteria ...................................................................................................................45
Coaching Guidelines for 2nd CDI Coaching Session..................................................................45
Parents are Models for Their Children........................................................................................46
Parent CDI Coding Sheet ...........................................................................................................48
DPICS Coding Sheet for Therapist.............................................................................................49
CDI Homework Sheet.................................................................................................................50
PCIT Progress Note....................................................................................................................51
Integrity Checklist........................................................................................................................53
THIRD CDI COACHING SESSION ...............................................................................................55
Coaching Guidelines for the 3rd CDI Coaching Session..............................................................58
Getting Support...........................................................................................................................59
Parent CDI Coding Sheet ...........................................................................................................61
Therapist Coding Sheet..............................................................................................................62
CDI Homework Sheet.................................................................................................................63
PCIT Progress Note....................................................................................................................64
Integrity Checklist........................................................................................................................66
FOURTH AND BEYOND CDI COACHING SESSION ..................................................................68
Kids and Stress...........................................................................................................................71
Parent CDI Coding Sheet ...........................................................................................................73
DPICS Coding Sheet for Therapist.............................................................................................74
CDI Homework Sheet.................................................................................................................75
PCIT Progress Note....................................................................................................................76
Integrity Checklist........................................................................................................................78
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 3
PDI TEACHING SESSION ............................................................................................................80
Time Out Diagram.......................................................................................................................89
Eight Rules of Effective Commands in PDI.................................................................................91
Using a Time-Out Room in Your Home ......................................................................................93
CDI Homework Sheet.................................................................................................................94
PCIT Progress Note....................................................................................................................95
Integrity Checklist........................................................................................................................97
FIRST PDI COACHING SESSION................................................................................................99
Directions for Coaching the First PDI Session..........................................................................102
Explaining PDI to the Child .......................................................................................................103
First PDI Homework Assignment..............................................................................................104
PDI Homework Sheet ...............................................................................................................105
CDI Homework Sheet...............................................................................................................106
PCIT Progress Note..................................................................................................................107
Integrity Checklist......................................................................................................................109
SECOND PDI COACHING SESSION.........................................................................................111
PDI Mastery Criteria..................................................................................................................113
DPICS Coding Sheet for Therapist...........................................................................................114
Parent CDI Coding Sheet .........................................................................................................116
Parent PDI Coding Sheet..........................................................................................................117
PDI Skills Summary Sheet........................................................................................................118
CDI Homework Sheet...............................................................................................................119
PDI Homework Sheet ...............................................................................................................120
PCIT Progress Note..................................................................................................................121
Integrity Checklist......................................................................................................................123
THIRD PDI COACHING SESSION..............................................................................................125
DPICS Coding Sheet for Therapist...........................................................................................128
Parent CDI Coding Sheet .........................................................................................................130
Parent PDI Coding Sheet..........................................................................................................131
CDI Homework Sheet...............................................................................................................132
PDI Homework Sheet ...............................................................................................................133
PCIT Progress Note..................................................................................................................134
Integrity Checklist......................................................................................................................136
FOURTH PDI COACHING SESSION..........................................................................................138
Setting Up House Rules............................................................................................................141
CDI Homework Sheet...............................................................................................................143
PDI Homework Sheet ...............................................................................................................144
PCIT Progress Note..................................................................................................................145
Integrity Checklist......................................................................................................................147
FIFTH PDI COACHING SESSION ..............................................................................................149
Dealing With Your Child In Public Places .................................................................................152
DPICS Coding Sheet for Therapist...........................................................................................154
Parent CDI Coding Sheet .........................................................................................................156
Parent PDI Coding Sheet..........................................................................................................157
CDI Homework Sheet...............................................................................................................158
PDI Homework Sheet ...............................................................................................................159
PCIT Progress Note..................................................................................................................160
Integrity Checklist......................................................................................................................162
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 4
SIXTH PDI COACHING SESSION..............................................................................................164
Dealing With Your Child In Public Places .....................................Error! Bookmark not defined.
DPICS Coding Sheet for Therapist...........................................................................................170
Parent CDI Coding Sheet .........................................................................................................172
Parent PDI Coding Sheet..........................................................................................................173
CDI Homework Sheet...............................................................................................................174
PDI Homework Sheet ...............................................................................................................175
PCIT Progress Note..................................................................................................................176
Integrity Checklist......................................................................................................................178
PDI COACHING SESSION 7 AND BEYOND .............................................................................180
DPICS Coding Sheet for Therapist...........................................................................................187
Parent CDI Coding Sheet .........................................................................................................189
Parent PDI Coding Sheet..........................................................................................................190
CDI Homework Sheet...............................................................................................................191
PDI Homework Sheet ...............................................................................................................192
PCIT Progress Note..................................................................................................................193
Integrity Checklist......................................................................................................................195
GRADUATION SESSION............................................................................................................197
Other Discipline Tools...............................................................................................................199
DPICS Coding Sheet for Therapist...........................................................................................204
Parent CDI Coding Sheet .........................................................................................................206
Parent PDI Coding Sheet..........................................................................................................207
CDI Homework Sheet...............................................................................................................208
PDI Homework Sheet ...............................................................................................................209
PCIT Progress Note..................................................................................................................210
Integrity Checklist......................................................................................................................212
APPENDIXES..............................................................................................................................214
CDI Coaching General Guidelines............................................................................................215
Common CDI Coaching Statements.........................................................................................216
How to Create Great Labeled Praises ......................................................................................217
Practicing Labeled Praise for Positive Opposites......................................................................218
Changing Ineffective Commands to Effective Commands........................................................219
Teaching PDI to Children with Mr. Bear....................................................................................220
The Turtle Technique................................................................................................................223
Differential Social Attention For ADHD .....................................................................................225
How to Ignore ADHD Behaviors................................................................................................228
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 5
THERAPY ORIENTATION SESSION
Expanded Session Outline
Before This Session
1. When scheduling appointment, encourage parents not to bring their child to this session.
2. Carefully review all information from the preceding assessment session, including the interview,
test data, and videotaped parent-child interactions so that you are familiar with the family’s
primary concerns, strengths, and deficits.
3. Give both parents the ECBI and ask them to complete the Intensity Scale while in the waiting
room.
4. Introduce family to the childcare assistants, if applicable.
5. Materials needed: ECBI, Policy for Cancellations and No Shows, CDI Homework Sheets,
Progress Note, Integrity Checklist
Goals of this Session
♦ Establish rapport with the family
♦ Educate parents about the therapy process
♦ Begin to develop therapeutic relationship
Note. If the treating clinicians are the same clinicians who conducted the ones who conducted the pre-
treatment assessment, these goals may have been met during the assessment, and treatment may
begin with the CDI Teach Session.
Note. In each session, be alert for parent expressions of personal distress. These may occur during the
initial homework discussion, or during discussion at the end of the session. In each session, it is
important to spend a small amount of time (< 5 min) attending to parent personal stressors. Use
facilitative listening skills to express concern.
For integrity check:
Discussed or inquired about issue unrelated to child behavior
TREATMENT SESSION OUTLINE
1. Introductions and building rapport. To assist in building rapport, have a conversation with
parents about their child:
♦ Indicate to parent that you have reviewed all of the information from their
pretreatment assessment, noting that their child presents challenging behaviors
♦ Listen and reflect as they comment on these behaviors, or ask them to describe what
they see as the child’s most challenging behaviors
♦ Ask them to describe child’s most endearing behaviors
♦ Ask them to describe what they like about their parenting
♦ Encourage parents to expand on their answers and listen actively to their responses
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 6
2. Description of Therapy Purpose
♦ Describe primary goals of treatment for the parents: to establish a more positive
relationship with their child, and to acquire skills to help manage their child’s behavior.
♦ Ask the parents about their expectations for treatment, what they hope will result from
therapy. Clarify any incorrect expectations either on the spot or during the course of
providing information during this session.
3. Provide support to the parent for stressors and barriers to treatment
Ask about stressors identified in the assessment. If stressors involve barriers to treatment
attendance (such as transportation issues), use problem-solving approach to achieve solution.
For problems that do not directly affect the family’s ability to participate in treatment, use
facilitative listening, and express genuine concern. Let parents know that you will help them get
additional services, if needed. [One of your roles as therapist is to identify and prevent factors
that might interfere with the parents’ ability to complete homework or might lead the family to
discontinue therapy prematurely. In each session it is important to address the parents’
individual concerns briefly, when they arise.]
4. Give overview of PCIT
Note. The italicized scripts in this manual are not to be read. They provide a sample of the
information to be conveyed in the therapist’s own words.
"Parent-child interaction therapy involves two treatment phases. The first phase is called child-
directed interaction or CDI. In CDI, we teach you play therapy skills that you will use to change
your child's behaviors such as [describe problems of their child that CDI should affect]. The skills
that you will learn in this first phase of treatment will help you and your child both feel more
positive about each other as you learn to get along in a new way. The second phase is called
parent-directed interaction or PDI. PDI involves learning specific discipline techniques that will
help your child learn to cooperate and will help decrease [describe problems of child that PDI
should change]. Each phase takes about 5 or 6 weeks, although the exact time depends on the
individual family."
5. Explain the structure of therapy sessions
♦ Format for the teaching sessions (sample script)
“There will be two teaching sessions, one to teach you the basics of the Child Directed
Interaction (CDI), and one session to teach you the Parent Directed Interaction (PDI). And the
first of these teaching sessions – the one dealing with the CDI phase – is what we’re doing next
week. During these teaching sessions, you will be learning lots of new information.
For the two teaching sessions, we ask that you not bring [child’s name]. During the teaching
session we’ll show you the new skills and practice them with you so that you know how it goes
and can ask questions before you actually practice the new skills with [child’s name].”
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 7
♦ Format for the coaching sessions (sample script)
“After the teaching session, the rest of our sessions will be spent with us coaching you and
[child’s name] on the skills and how to use them to increase the positive, cooperative
interactions that you have together. In these sessions, you (the parents) will come with [child’s
name]. We’ll spend a few minutes at the beginning of the coaching sessions talking about how
things went at home during the week.
“Then each of you will have the chance to play with [child’s name] while we coach you using the
bug-in-the ear device that you used during your assessment sessions. First we’ll just observe
you and [child’s name] play for a few minutes and count some of the skills to see what we’ll want
to practice most, and then we’ll coach you in how to use the skills to change [child’s name’s]
behavior. Then [if 2 parents], you two will switch places, and you’ll have the chance to watch
your partner being coached with [child’s name]. That makes it possible for you both to watch
your child ‘alone’ with the other parent, and to give helpful feedback to each other. ”
“After both of you have practiced with your child, we will all come back to the playroom to talk
about the interactions. [If 2 parents: ‘This gives you the opportunity to hear the perspective of
the other parent, and may give you insight as to different ways to interact with your child. Also,
we sometimes see that a parent’s own skills are improved by watching the other parent’s
interactions with their child.’] During this wrap-up time, we (the therapists) will [also] provide
feedback and suggestions for further improvement, and together we’ll decide what you want to
focus on most in you practice at home.”
6. Explain therapy guidelines
“There are some guidelines that we use to make therapy run smoothly.”
• Confidentiality
Remind parents of the limits of confidentiality discussed during the intake assessment.
Tell parents that you will keep information shared in treatment confidential unless you
have a duty to report the information. These situations include information about possible
harm to a child or others, such as in the case of abuse, or if you are ordered by a court to
share information in response to a subpoena.
• Positive and constructive feedback
Encourage parents to support one another during treatment and give feedback to each
other in a positive and constructive way.
• Attendance policy
Discuss the importance of regular attendance to make progress in treatment
Ask parents to call ahead to let you know if they must miss a session. Tell them you will
try to reschedule the session in the same week, if possible.
Give family a copy of the cancellation/no show policy.
“If you miss three or more sessions without calling ahead to reschedule, we may have to
end treatment, because it will not be effective without regular attendance.”
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 8
7. Explain Homework
Give each parent a homework sheet
“An important part of treatment is to spend 5 minutes with your child one-on-one each day –
for your child it will be “special time” –and play therapy, with you as the therapist. You will
learn how to do this, and the 5 minutes each day is “homework” for you – it’s your time to
practice the parenting skills that you learn in treatment. Even though 5 minutes doesn’t
seem like much time, it is very important to your child’s progress in therapy, and it does take
some planning and effort to get it into your daily routine. Is it possible for you to spend 5
minutes alone with your child each day?”
• If parents do not have 5 minutes to commit to their child each day, it may be that this is not
the right treatment program for them. If parents have any hesitation about having the time, it
needs to be discussed straightforwardly. Use clinical judgment in considering this issue.
• If parents do not know how they can get alone time with their child (perhaps because of
siblings), problem-solve solution(s) that would be feasible.
“We want you to spend 5 minutes of one-on-one time with your child every day until our next
session. For this week, just do whatever you might ordinarily do together – you can play together
with your child’s toys, or read a bedtime story to your child, or go for a walk outside. The
important thing will be to figure out the time that will work best for this “special time” so that it can
happen every day. Next week we’ll talk about the specific things you will practice during this 5-
minute time each day.” [Show parents how to complete the homework sheet each day.]
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 9
Policy for Cancellations and No Shows
Due to the large number of families who want treatment, we must strictly enforce the policy for
missed appointments.
A family will be withdrawn from treatment if they miss three scheduled appointments without
canceling in advance (no shows).
Families may cancel appointments 24 hours in advance and reschedule within 5 days without
consequence.
A family will be withdrawn from treatment if they cancel more than four scheduled appointments
with less than 24-hour notice.
Whenever a family no shows or calls to cancel, the therapist will try to reschedule another
appointment time within the same week if possible, or early the next week, so that the family can
attend their regularly scheduled appointment the following week and not delay their progress.
A letter of treatment closure will be sent to any family that must be withdrawn from treatment due to
missed appointments.
___________________________ ___________________________
Parent Signature Date
___________________________ ___________________________
Parent Signature Date
___________________________ ___________________________
Therapist Signature Date
___________________________ ____________________________
Therapist Signature Date
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 10
CDI Homework Sheet
Mother ___ Father ___
Child's First Name ____________________
Date
Did you spend
5 minutes in
Special Time today?
Yes No
Activity
Problems or questions
in Special Time
Monday
________________
Tuesday
________________
Wednesday
________________
Thursday
________________
Friday
________________
Saturday
________________
Sunday
________________
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 11
PCIT Progress Note
IDENTIFYING INFORMATION Date of Session:
Child’s Name: Therapists Present:
Subject #: Supervisor Signature:
ATTENDANCE
Number of no-shows/cancellations since last
session: _____ Action taken and date(s):
Reasons (if known):
Date(s) of any in-between session phone calls:
TREATMENT SESSION (CHECK ONE)
O CDI Teach O CDI Coach #1 O CDI Coach #2 O CDI Coach #3
O CDI Coach #4 O CDI Coach #5 O CDI Coach #6 O CDI Coach #
O PDI Teach O PDI Coach #1 O PDI Coach #2 O PDI Coach #3
O PDI Coach #4 O PDI Coach #5 O PDI Coach #6 O PDI Coach #
INVOLVEMENT IN SESSION
Adult family members in attendance Rating of involvement
1= not involved 2=somewhat 3=very involved
1. O 1 O 2 O 3
2. O 1 O 2 O 3
3. O 1 O 2 O 3
HOMEWORK
Days Practiced
Days Since Last
Session
Days with
opportunity to
practice
Percent days
practiced
Mother
Father
Other________________
Reason for no opportunity
GOALS FOR THIS SESSION
POSITIVE PROGRESS MADE:
OVER
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 12
PROBLEMS DURING SESSION:
PROBLEMS UNRELATED TO CHILD BEHAVIOR DISCUSSED:
ADVICE GIVEN:
HOMEWORK ASSIGNED (SPECIFY HOUSE RULES IF APPLICABLE):
PLANS FOR NEXT SESSION:
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 13
Integrity Checklist
Participant ID _________ Session Title ___________________ (e.g., CDI Teach)
As you view the tape, place a checkmark under the appropriate column.
List these totals in the appropriate blanks below the table.
ITEM NUMBER NA X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 14
TOTAL NUMBER OF CHECK MARKS _____
TOTAL NUMBER OF NA's _____
TOTAL NUMBER OF X's ____
Therapist Comments about Session
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________
Integrity Checker Comments about Session
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 15
CHILD DIRECTED INTERACTION
CDI TEACHING SESSION
Expanded Outline
Before This Session
1. When scheduling appointment, encourage parents not to bring their child to this session.
2. Carefully review all information from the assessment interview and preceding orientation
session, so that you are familiar with the family’s primary concerns, strengths, and deficits and,
during teaching, you can emphasize the families strengths and the skills that may be most
difficult for the family to learn.
3. Set up age-appropriate treatment toys to occupy the child on the floor if the child comes.
4. Give parents the ECBI Intensity Scale to complete in the waiting room.
5. Materials needed: ECBI, Suggested Toys for CDI, CDI Handout, CDI Homework Sheets,
Progress Note, Integrity Checklist, ECBI Graph (Change Over Course of Treatment)
6. Optional Materials: How to Create Great Labeled Praises, Practicing Labeled Praise for
Incompatible Behavior
Goals of this Session
o Continue building rapport with the family
o Teach parents the CDI skills
o Provide the rationale for each skill in a way that the parents understand why the individual skill
and CDI as a whole are important for their child.
_____________________________________________________________________________________________
Note: In each session, be alert for parent expressions of personal distress. These may occur during the initial homework
discussion, or during discussion at the end of the session. In each session, it is important to spend a small amount of time (<
5 min) attending to parent personal stressors. Use facilitative listening skills to express concern. For integrity check:
Discussed or inquired about issue unrelated to child behavior
TREATMENT SESSION OUTLINE
1. Ask parents for homework sheets
♦ Establish expectancy of homework completion at this first session
♦ If they did not bring completed sheets, show concern, and complete homework sheets in
session before any other activity
♦ If they brought sheets, regardless of how much they practiced, praise them for
completing the sheets
♦ It they brought in completed sheets but did little homework, note that it looks like it was
hard for them to find the 5 minutes for [child’s name’s] treatment this week, but that at the
end of the session, you will talk with them about some techniques that others have found
helpful and help them to create a plan
♦ If they brought completed sheets and practiced at least 5 of 7 days, praise them for their
time management and commitment to helping their child, and tell them you will go over
the homework in detail at the end, after you have talked about the first phase of
treatment.
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 16
2. Explain why CDI phase is taught first
“Once [child’s name] becomes calmer and starts to enjoy having special CDI time with you, it will
be easier for him/her to accept limits and discipline.
“Many of the CDI skills you will learn are necessary for PDI to work, and we want them to
become automatic habits so you won't have quite so many new things to remember all at once
when we begin to focus on the most difficult behavior problems.”
3. Give overview of CDI
♦ Teaches you the kinds of skills that play therapists use with children to build a good
relationship with them and help them feel safe and calm
♦ Teaches you how to communicate with preschoolers with limited attention spans
♦ Teaches ways to teach your child without frustration for either of you
♦ Improves your child's self-esteem
♦ Improves your child’s social skills, like sharing, which children need to get along with other
children and have friends
♦ Results a secure, warm relationship between you and your child (which often gets strained
with oppositional children).
4. Explain the Basic Rule of CDI
♦ The basic rule of CDI is to follow your child’s lead, like play therapists do
♦ The specific rules of CDI apply to the short play therapy sessions (“special time”) that we
ask to have with your child each day at home
♦ Some of the rules are good general parenting rules, but CDI is a special therapeutic time,
and some of the rules apply only when you have these sessions with your child. At home
there are many times when you have to direct your child’s activity.
“Next, we’ll talk about the specific rules of CDI.”
“We'll start with the things you need to avoid saying during this special time":
[For each rule, give parent the definition, examples, rationale. When teaching CDI, it’s good
to sit around a table so that you can demonstrate with toys on the table as you talk, and so
you don’t have to move when you demonstrate and role-play CDI with the parents]
5. Avoid Commands [“The first rule is to avoid commands”]
♦ Commands try to direct the play by suggesting what the child should do
♦ There are two kinds of commands
• Direct: “Sit down.” ”Please hand me the car.”
• Indirect: “Would you like to sit down?” “Let’s put the cars away.”
♦ Commands take over the lead of the play
♦ If the child doesn’t obey, the play could stop being fun – CDI is a time when the child is to
learn that it’s fun to get along and play together nicely.
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 17
6. Avoid Questions
♦ A question asks for an answer from the child
♦ There are different kinds of questions
• Questions that ask for information – who, what, where, when, how
• Unintentional questions – voice goes up at end of sentence; question tags
• Questions that are really hidden commands – “Would you like to clean up?”
♦ Questions take over the lead of the conversation
♦ Questions sometimes suggest disapproval
♦ Questions often suggest you aren’t really listening to your child
7. Avoid Criticism
♦ Criticism is a negative or contradictory statement about the child or his/her actions –
“You’re not nice,” or “That doesn’t go that way.”
♦ Criticism points out mistakes rather than providing correction
• To correct without criticizing, could say, “It goes this way”
♦ Criticism tells the child what NOT to do (“Stop that,” “Don’t do that!” “Quit it.)
♦ Criticism lowers a child’s self-esteem
♦ Criticism creates a negative interaction
8. Engage parents in recalling the three things to avoid during CDI
"Next we'll talk about what to DO --the special skills to use during the CDI play sessions. We
call these rules the PRIDE skills to help you remember the" [point to the pride words on the wall
or give them handout with list of PRIDE skills]
9. Praise your child's appropriate behavior
♦ Praise compliments a child about his or her behavior
♦ There are two kinds of praise
Labeled praise is specific praise; “You choose such pretty colors!” “You're being
so careful with that the pen!”, “I like it when you build quietly!”
Unlabeled praise is nonspecific: “Good!”, “That's great!”, “Nice job”, “I like that.”
♦ Labeled praise is more effective because it lets child know exactly what you like.
♦ Praise Increases the behavior that it follows
♦ Praise Increases child's self-esteem
♦ Praise adds warmth to the interaction
♦ Praise makes both parent and child feel good!
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 18
10. Reflect appropriate talk
♦ Reflection is repeating/paraphrasing what your child says: “Yes, that’s a blue crayon.”
♦ Allows child to lead the conversation
♦ Shows child you're really listening
♦ Actually helps you learn to listen!
♦ Shows you accept/understand what child is saying
♦ Improves and increases child's speech and language
♦ May feel awkward at first, but becomes natural pretty quickly
11. Imitate appropriate play
♦ Imitation means doing the same thing your child is doing, such as drawing a tree if your
child is drawing a tree
♦ Helps you keep your attention/comments focused on what your child is doing
♦ Helps you play right at your child’s developmental level
♦ Lets child lead the play
♦ Makes the play fun for your child
♦ Shows your approval of your child's activity
♦ Teaches child how to play well with others (for example, taking turns).
12. Describe appropriate behavior
♦ State exactly what your child is doing. “You're drawing a sun”
♦ Like a sports announcer, a running commentary
♦ Lets your child lead
♦ Lets your child know you're interested and paying attention to him/her
♦ Let’s child know you approve of what he or she is doing
♦ Models speech and teaches vocabulary and concepts
♦ Holds your child’s attention to the task and teaches child how to hold his/her own
attention to a task
13. Be Enthusiastic!
♦ Let your voice show excitement about your child’s appropriate behavior. For example,
“You are being SO nice to share with me!”
♦ Lets your child know that you are enjoying the time you are spending together
♦ Increases the warmth of your play
14. Engage parents in recalling the PRIDE skills
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 19
15. Discuss what parents should do when child misbehaves during CDI
“Children usually like CDI a lot and show good behavior, but what should you do if your child's
behavior is not okay and you can’t give commands, questions, or criticisms?!
16. Ignore inappropriate behavior
♦ Serves to decrease ONLY attention-seeking behaviors (yelling, sassing, whining, crying for
no real reason); not for hitting, stealing, running, etc.
♦ Any attention, positive or negative, can increase attention-seeking behaviors
♦ Avoid any verbal or nonverbal reaction to inappropriate behavior (e.g., looking at the child,
smiling, frowning, etc.)
♦ Once you begin ignoring, you must continue until the behavior stops (explain consequences
of stopping ignoring too soon and increasing the negative behavior)
♦ Continue ignoring until your child is doing something appropriate
♦ Praise your child immediately for appropriate behavior.
♦ Helps your child to notice the difference between your responses to good and bad behavior
♦ Ignored behavior gets worse before it gets better, so only ignore if you can continue to
ignore when it gets worse
♦ Consistent ignoring eventually decreases many behaviors when combined with attention for
positive behaviors
17. Describe how to combine ignoring with the PRIDE skills
♦ While ignoring the negative behaviors, look for any positive behaviors occurring at the same
time, and comment on them
♦ If a negative behavior stops, look at the child with a friendly look and comment on what the
child is doing that is the opposite of negative behavior: “I’m glad that you said that quietly.”
♦ Any time you see behavior that is opposite to the negative behaviors you have to ignore,
give the child BIG labeled praises for the positive opposite.
18. Explain that if a negative behavior cannot be ignored, the parent must stop the play and
deal with it
♦ Behaviors that cannot be ignored include
• Aggressive behaviors (e.g., hitting, biting)
• Destructive behaviors (e.g., breaking crayons in half)
♦ Stopping the play teaches your child that good behavior is required during special time
♦ It shows your child that you are learning to set limits
♦ Tell the child, “Special time is stopping because you hit me. Maybe next time you will be able
to play nicely during special time.”
♦ Try to initiate CDI again later in the day, if possible.
19. Model CDI for parents
Therapist and co-therapist model what CDI looks like using all the PRIDE skills and
ignoring negative behavior (Dos, Don’ts, and Ignoring).
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 20
20. Role-play CDI with each parent
♦ Lead therapist coaches primary caregiver (in the room) while the co-therapist pretends to be
the child. Focus on positive PRIDE skills (Praise, Reflection, Imitation, Description, and
Enthusiasm) for the first few minutes. Make clinically sensitive corrections for commands,
questions, and criticism. Then, the co-therapist can introduce some negative behaviors to
practice ignoring.
♦ Repeat role-play with other parent
♦ Discuss with parent how it feels to use the skills. Reassure parent that most parents feel
awkward in the beginning, and that the skills will become natural with practice.
21. Describe the kinds of toys that are best to use for CDI at home, and why
♦ Quiet toys that don’t have rules are best, so that parents can let the child lead the play
without worrying about the child breaking rules
♦ Construction toys, such as Legos, blocks, tinker toys
♦ Play sets, such as farms, houses, towns
♦ Creative toys, such as crayons and paper
♦ Many objects around the house can be excellent creative toys, like pots and pans.
♦ Avoid board games. Structured rules prevent free play.
♦ Avoid pretend-talk toys such as puppets, toy telephones -- you want to communicate directly
with your child
♦ Avoid toys that encourage rough play (balls), aggressive play (super-hero figures), or messy
play (finger paints). These increase the chance of behavior problems, and you want the
special time to be a positive interaction.
22. Ask parents specifically what toys they will use this week
23. Explain how to set up the CDI play session at home
♦ Minimize distractions (siblings, telephone, TV, etc.)
♦ Place two or three appropriate toys in CDI area before starting the session
♦ Let the child choose from your selection once CDI begins
24. Explain the importance of practicing CDI every day for 5 minutes
♦ Long enough to provide therapeutic effect for the child
♦ Long enough for parents to be able to learn the skills
♦ Short enough not to be too time consuming
♦ Short enough that parents will not become frustrated with the concentration required at first
to learn the skills
♦ Special time is not a reward -- it should not be withdrawn for misbehavior
25. Ask parents to decide what time of day and what room in their house they will use for their
daily practice -- problem-solve with them if necessary to help them commit to a particular time
and place
26. Give parents CDI handout, Suggested Toys for CDI, and Praise Worksheet for their review
before practice
27.Give homework sheets to parents to record CDI sessions
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 21
PARENT-CHILD INTERACTION THERAPY
Child Directed Interaction Handout
The “Do” Skills
SKILL REASON EXAMPLES
Behavioral Description
Describe what your child
is doing
Lets child lead the play
Shows interest
Teaches concepts
Models good speech and
vocabulary
Holds child's attention on
the task
Organizes child's
thoughts about the
activity
• You're making a tower
• You drew a square
• You are dressing Mr. Potato Head
• You put the girl inside the fire truck
Reflection
Repeat or paraphrase
what your child says
Lets child lead the
conversation
Shows interest
Demonstrates
acceptance and
understanding
Improves child's speech
Increases verbal
communication
Child: I drew a tree
Parent: Yes, you made a tree
Child: The doggy has a black nose
Parent: The dog's nose is black
Child: I like to play with the blocks
Parent: You’re having fun with the
blocks
Labeled Praise
Say specifically what you
like about what your child
is doing or saying
Causes child's good
behavior to increase
Shows approval
Increases child's self-
esteem
Makes child feel good
Good job with that tower
You drew a beautiful tree
Nice drawing
Thank you for sharing
I like how gently you’re putting the
crayons away
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 22
PARENT-CHILD INTERACTION THERAPY
Child Directed Interaction Handout (page 2)
The “Don’t” Skills
SKILL REASON EXAMPLES
Avoid Commands • Commands take the lead away
from your child
• Commands can lead to negative
interactions
Indirect Commands
• Let's play with the farm next.
Will you sit down in your chair
• Could you tell me what animal this
is?
Direct Commands
• Give me the pigs.
• Please sit down next to me.
• Tell me what this letter is.
Avoid Questions • Questions lead the conversation
• Many questions are commands
and require an answer
• Questions may suggest to your
child that you aren’t really
listening or that you disagree
We're building a tall tower, aren't
we?
What sound does the cow make?
What are you building?
Do you want to play with the train?
You're putting the girl in the red
car?
Avoid Critical
Statements and
Sarcasm
• Critical statements often
increase the criticized behavior
• Criticism lowers your child's self-
esteem
• Criticism creates an unpleasant
interaction.
That wasn't nice.
I don't like it when you climb on the
table.
Do not play like that.
No, sweetie, you shouldn't do that.
That’s not the right color for hair.
That piece doesn't go there.
I’m disappointed in you today.
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 23
©1999 SHEILA M. EYBERG
PARENT-CHILD INTERACTION THERAPY
Child Directed Interaction Handout (page 3)
Dealing with Misbehavior in CDI
SKILL REASON EXAMPLES
IGNORE negative
behavior (unless it is
dangerous or
destructive)
a. Avoid looking at
your child,
smiling,
frowning, etc.
b. Be silent
c. Ignore every
time
d. Expect the
ignored
behavior to get
worse at first
e. Continue
ignoring until
your child is
doing
something
appropriate
f. Praise your
child
immediately for
appropriate
behavior
• Helps your child to notice the
difference between your
responses to good and bad
behavior
• Although the ignored behavior
may get worse at first, consistent
ignoring improves many
behaviors
• Child: (sasses parent and picks up toy).
Parent: (ignores sass; praises picking
up).
STOP THE PLAY for
aggressive and
destructive behavior
• Teaches your child that good
behavior is required during
special time
• Shows your child that you are
beginning to set limits
• Child: (hits parent).
Parent: (CDI STOPS. This can't be
ignored.) Special time is stopping
because you hit me.
Child: Oh, oh, oh Mom. I'm sorry.
Please, I'll be good.
Parent: Special time is over now.
Maybe next time you will be able to
play nicely during special time.
Behaviors to ignore include
Crying for no reason •
•
•
Whining
Sassing
Aggressive and destructive
behaviors include
•
•
Hitting
Biting
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 24
Praise
Reflect
Imitate
Describe
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 25
Suggested Toys for CDI
Creative, constructive toys, like:
Building Blocks
Legos
Tinker Toys
Magnetic Blocks
Lincoln Logs
Constructo-Straws
Mr. Potato Head
Crayons and Paper
Chalkboard and Colored Chalk
Erector Set
Toys to Avoid During CDI
o Ones that encourage rough play, like:
o bats, balls, boxing gloves, punching bag
o Ones that lead to aggressive play, like:
o toy guns, toy swords, toy cowboys and indians, super-hero figures
o Ones that could get out of hand and require limit setting, like:
o paints, markers, bubbles, scissors, play dough, hammer
o Ones that have pre-set rules, like:
o board games, card games
o Ones that discourage conversation, like:
o books, video games
o Ones that lead to parent or child imagining they are someone else, like:
o puppets, costumes
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 26
CDI Homework Sheet
Mother ___ Father ___
Child's First Name ____________________
Date
Did you spend
5 minutes in
Special Time today?
Yes No
Activity
Problems or questions
in Special Time
Monday
________________
Tuesday
________________
Wednesday
________________
Thursday
________________
Friday
________________
Saturday
________________
Sunday
________________
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 27
PCIT Progress Note
IDENTIFYING INFORMATION Date of Session:
Child’s Name: Therapists Present:
Subject #: Supervisor Signature:
ATTENDANCE
Number of no-shows/cancellations since last
session: _____ Action taken and date(s):
Reasons (if known):
Date(s) of any in-between session phone calls:
TREATMENT SESSION (CHECK ONE)
O CDI Teach O CDI Coach #1 O CDI Coach #2 O CDI Coach #3
O CDI Coach #4 O CDI Coach #5 O CDI Coach #6 O CDI Coach #
O PDI Teach O PDI Coach #1 O PDI Coach #2 O PDI Coach #3
O PDI Coach #4 O PDI Coach #5 O PDI Coach #6 O PDI Coach #
INVOLVEMENT IN SESSION
Adult family members in attendance Rating of involvement
1= not involved 2=somewhat 3=very involved
1. O 1 O 2 O 3
2. O 1 O 2 O 3
3. O 1 O 2 O 3
HOMEWORK
Days Practiced
Days Since Last
Session
Days with
opportunity to
practice
Percent days
practiced
Mother
Father
Other________________
Reason for no opportunity
GOALS FOR THIS SESSION
POSITIVE PROGRESS MADE:
OVER
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 28
PROBLEMS DURING SESSION:
PROBLEMS UNRELATED TO CHILD BEHAVIOR DISCUSSED:
ADVICE GIVEN:
HOMEWORK ASSIGNED (SPECIFY HOUSE RULES IF APPLICABLE):
PLANS FOR NEXT SESSION:
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 29
Integrity Checklist
Participant ID _________ Session Title ___________________ (e.g., CDI Teach)
As you view the tape, place a checkmark under the appropriate column.
List these totals in the appropriate blanks below the table.
ITEM NUMBER NA X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
OVER
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 30
©1999 SHEILA M. EYBERG
TOTAL NUMBER OF CHECK MARKS _____
TOTAL NUMBER OF NA's _____
TOTAL NUMBER OF X's _____
Therapist Comments About Session:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________
Integrity Checker Comments About Session:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 31
©1999 SHEILA M. EYBERG
ECBI Graph (Change over Course of Treatment)
250
240
230
220
210
200
190
180
170
160
150
140
130
120
110
100
90
80
70
Date
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Session 11
Session 12
Session 13
Session 14
Session 15
Session 16
Session 17
Session 18
Session 19
Session 20
NAME:________________________________
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 32
FIRST CDI COACHING SESSION
Expanded Outline
Before This Session
1. Remove all toys from the playroom except for three treatment toys
2. Have the parents complete the ECBI in the waiting room
3. Materials needed: ECBI, Parent In-Session Coding Forms, Therapist Coding Forms, CDI
Homework Sheets, Parent-Child Interaction Summary Sheets (CDI), Integrity Checklist, Progress
Note, ECBI Graph (from CDI Teach Session)
Goals of This Session
♦ Strengthen rapport with the family
♦ Continue to provide support
♦ Reinforce the parent(s) for their use of the CDI skills and their progress (remember, this session
should focus only on the positive)
Note: In each session, be alert for parent expressions of personal distress. These may occur during the initial homework
discussion, or during discussion at the end of the session. In each session, it is important to spend a small amount of time (<
5 min) attending to parent personal stressors. Use facilitative listening skills to express concern.
For integrity check:
Discussed or inquired about issue unrelated to child
______________________________________________________________________________
TREATMENT SESSION OUTLINE
1.Talk with child briefly about therapy
♦ Why the family is coming to therapy
♦ What therapy will be like
♦ The room (explain the bug-in-the-ear and one-way mirror)
2. Ask for homework sheets and review homework 10 -15 minutes
♦ If parents did not bring their homework sheets, or brought them back incompletely filled out, take
their sheet (or new sheet) and fill in each day with them
♦ If parents have practiced every day, praise their conscientiousness and genuine efforts to help
their child. Let them know you recognize the effort it takes to organize time and add a new event
the routine.
♦ If the parents have not practiced every day, spend time teaching parents to problem-solve
around this issue. Guide them to make a specific plan for when and where each day they will
practice.
♦ When discussing homework activities on parents’ sheets, note appropriateness of the
activity/toys for CDI. Either praise their choices, or have them discuss how it worked to use that
(inappropriate) activity. Then have them problem-solve until they achieve a solution.
♦ Comment on any notes parent wrote on homework sheet
3. Note that today is the first session in which the new skills will be coded and coached. Describe
the procedures. If there are two parents, explain that each will take a turn in the playroom while
the other parent observes and codes
_____________________________________________________________________________
Note. The parent that is observing will code (tally) the other parent when the therapist does, using a special CDI
Parent Coding Sheet with just a few (1 to 5, depending on parent’s ability) key categories. Show them the sheet,
and explain briefly how they will code each other.
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 33
Coding and Coaching
With one parent in treatment
[Give parent bug-in-the-ear and go into observation room]
4a. Code parent and child in CDI for 5 minutes (on DPICS Coding Forms)
Over the bug, explain the coding directions]
“Okay, we're going to code CDI for the next 5 minutes. Try to use all the skills you've been
practicing while you follow along with [child's name] in his/her game according to his/her rules.”
5a. Coach parent with child for about 30 minutes
♦ Give parent labeled praises over bug for all PRIDE skills
♦ Focus primarily on behavioral descriptions
♦ Give only positive feedback today; don’t point out mistakes
[See coaching guidelines for this session at end of session outline]
With two parents in treatment
{Give mother bug-in-ear, go into observation room, and explain directions over the bug]
“Okay, we're going to code CDI for the next few minutes. Try to use all the skills you've been
practicing while you follow along with [child's name] in his/her game according to his/her rules.”
[For first minute, show father how to code on his sheet]
4b.Code mother and child CDI for 5 minutes (on Therapist In-Session Coding Forms) while
father observes and codes also (on parent coding form).
5b. Coach mother for 15 minutes
♦ Give parent labeled praises over bug
♦ Focus primarily on behavioral descriptions
♦ Give only positive feedback today - ignore mistakes
[See coaching guidelines for this session at end of this outline]
[Have mother and father switch places]
[with father]“Okay, we're going to code CDI for the next few minutes. Try to use all the skills
you've been practicing while you follow along with [child's name] in his/her game according to
his/her rules.”
[For first minute, show mother how to code on her sheet]
6b. Code father for 5 minutes (on DPICS Coding Forms) while mother observes and
codes (on parent coding form)
7b. Coach father with child for 10 minutes
♦ Use labeled praises in feedback to father over the bug
♦ Focus primarily on behavioral descriptions
♦ Give only positive feedback today - don’t point out mistakes
♦ See coaching guidelines for this session at end of this outline
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 34
With all families
8. Return to playroom with family. Seat family and retrieve bug.
9. Review summary sheets with parents for about 5 minutes. Focus on parents’ strengths,
give reassurance about their performance.
10. Give new homework sheets and encourage parents to focus especially on decreasing
questions and increasing reflections during their home practice. (Unless they have already
mastered these skills and another category is more important)
________________________________________________________________________
Coaching Guidelines for 1st CDI Coaching Session
1. Label your praises to parents. (e.g., "Good behavioral description" rather than "Good.")
2. Attempt in this session to give only positive feedback to parents; Ignore their errors and
respond immediately to incompatible behaviors with praise.
Examples
♦ If parents not ignoring bad behavior, wait until one occurs and, before parent has time to say
anything, praise the opposite, e.g., "Good ignoring his contradiction."
♦ If parents still using a lot of questions, praise parents often for using a statement instead of a
question, or for catching any question they appear to catch.
3. In all CDI coaching sessions, coach all skills as they occur, but in this first coaching session the
major emphasis in coaching is on good behavioral descriptions, given in first person.
4. Continue to praise parent for ignoring negative behaviors, and if necessary, praise them for
ignoring before they've had a chance not to ignore.
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 35
Parent CDI Coding Sheet
Date: ____________
Observed parent’s name: ___________________ Your name: _________________
SKILLS Tally
Behavior Description
Reflection
Labeled Praise
Unlabeled Praise*
MISTAKES
Question
Command
Criticism
Comments about parent-child interaction today
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 36
DPICS Coding Sheet for Therapist
Date___________
Child’s name _________________________________
Mother Father Other ______________
TREATMENT SESSION (CHECK ONE)
O CDI Teach O CDI Coach #1 O CDI Coach #2 O CDI Coach #3
O CDI Coach #4 O CDI Coach #5 O CDI Coach #6 O CDI Coach #
O PDI Teach O PDI Coach #1 O PDI Coach #2 O PDI Coach #3
O PDI Coach #4 O PDI Coach #5 O PDI Coach #6 O PDI Coach # ___
CODING CDI IN SESSION
POSITIVE TALLY CODES TOTAL MASTERY
TALK (TA)
(ID + AK) __
BEHAVIOR DESCRIPTION (BD)
10
REFLECTION (RF)
10
LABELED PRAISE (LP)
10
NLABELED PRAISE (UP)
__
AVOID TALLY CODES TOTAL MASTERY
QUESTION (QU)
0
COMMANDS (DC + IC)
0
NEGATIVE TALK (NTA)
(CR + ST)
0
POSITIVE CHECK ONE
IMITATE
SATISFACTORY
NEEDS PRACTICE
USE ENTHUSIASM
SATISFACTORY
NEEDS PRACTICE
IGNORE DISRUPTIVE BEHAVIOR
SATISFACTORY
NEEDS PRACTICE
NOT APPLICABLE
OTHER (SPECIFY)
TURN OVER TO CODE PDI SKILLS IN SESSION
©1999 SHEILA M. EYBERG
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 37
©1999 SHEILA M. EYBERG
CDI Homework Sheet
Mother ___ Father ___
Child's First Name ____________________
Date
Did you spend
5 minutes in
Special Time today?
Yes No
Activity
Problems or questions
in Special Time
Monday
________________
Tuesday
________________
Wednesday
________________
Thursday
________________
Friday
________________
Saturday
________________
Sunday
________________
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 38
©1999 SHEILA M. EYBERG
Child’s Name: ___________________
Observation of: Mother Father Other
CDI Skills Summary Sheet
Session
Date
Mastery
Behavior Descriptions
10
Reflections
10
Labeled Praise
10
Unlabeled Praise
--
Teaching and Other Talk
--
Questions
0
Commands
0
Critical Comment
0
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 39
©1999 SHEILA M. EYBERG
PCIT Progress Note
IDENTIFYING INFORMATION Date of Session:
Child’s Name: Therapists Present:
Subject #: Supervisor Signature:
ATTENDANCE
Number of no-shows/cancellations since last
session: _____ Action taken and date(s):
Reasons (if known):
Date(s) of any in-between session phone calls:
TREATMENT SESSION (CHECK ONE)
O CDI Teach O CDI Coach #1 O CDI Coach #2 O CDI Coach #3
O CDI Coach #4 O CDI Coach #5 O CDI Coach #6 O CDI Coach #
O PDI Teach O PDI Coach #1 O PDI Coach #2 O PDI Coach #3
O PDI Coach #4 O PDI Coach #5 O PDI Coach #6 O PDI Coach #
INVOLVEMENT IN SESSION
Adult family members in attendance Rating of involvement
1= not involved 2=somewhat 3=very involved
1. O 1 O 2 O 3
2. O 1 O 2 O 3
3. O 1 O 2 O 3
HOMEWORK
Days Practiced
Days Since Last
Session
Days with
opportunity to
practice
Percent days
practiced
Mother
Father
Other________________
Reason for no opportunity
GOALS FOR THIS SESSION
POSITIVE PROGRESS MADE:
OVER
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 40
©1999 SHEILA M. EYBERG
PROBLEMS DURING SESSION:
PROBLEMS UNRELATED TO CHILD BEHAVIOR DISCUSSED:
ADVICE GIVEN:
HOMEWORK ASSIGNED (SPECIFY HOUSE RULES IF APPLICABLE):
PLANS FOR NEXT SESSION:
PCIT TREATMENT MANUAL
SESSION OUTLINES
PAGE 41
©1999 SHEILA M. EYBERG
Integrity Checklist
Participant ID _________ Session Title ___________________ (e.g., CDI Teach)
As you view the tape, place a checkmark under the appropriate column.
List these totals in the appropriate blanks below the table.
ITEM NUMBER NA X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31