背景:破坏性行为是全球范围内幼儿被转介给精神保健服务的常见原因。研究表明,在父母是变化的主要推动者的情况下,对儿童破坏性行为的治疗最有影响力。亲子互动疗法(PCIT)是目前在荷兰治疗环境中实施的有效家长管理培训计划。在这些环境中,正在进行提高PCIT有效性的研究。为进一步推广PCIT的关键要素,这项研究的重点是通过增加虚拟现实(VR)作为额外的作业元素,为父母在临床环境之外更多地练习积极的育儿技能创造机会.PCIT已经证明可以在父母的温暖方面做出有影响力的长期改善,响应性、响应性和父子关系。通过VR,父母在VR场景中在自己舒适的家中大声练习所教授的育儿技能。我们预计VR的加入将创新性地提高PCIT的有效性。
目的:本研究旨在通过使用多基线单病例实验设计(SCED)来评估VR对PCIT的附加价值。我们希望发现PCIT-VR将改善积极的育儿技能。通过实现VR元素,我们其次期望更快地达到技能标准,治疗完成率将会增加,亲子关系会更好,而父母的压力和孩子的破坏性行为会减少。
方法:在整个PCIT-VR治疗过程中,将跟踪总共15名具有破坏性行为的儿童(2-7岁)及其父母。使用3个阶段的多基线SCED,15个家庭将每周填写问卷,除了进行治疗前和治疗后以及后续措施以监测其积极的育儿技能外,儿童破坏性行为,育儿压力,VR进步此外,定量信息和定性访谈将进行可视化和统计分析,并进行总结,以提供完整的经验。
结果:截至2021年2月,6个家庭在提交时已被纳入研究。数据收集预计将于2023年完成。定量和定性结果计划在同行评审的期刊上发表,以及在国内和国际会议上发表。
结论:SCED-采用分阶段设计,随机化,以及复制和评估个人和团体治疗效果的机会-以及VR技术的适应性是该研究的优势。增加I型错误的风险,成熟效应,或者技术故障将在正确的统计支持下得到缓解。这项研究旨在通过额外的技能培训来扩大治疗范围,最终支持在PCIT中例行实施VR。
UNASSIGNED:DERR1-10.2196/34120。
BACKGROUND: Disruptive behavior is a common reason for young children to be referred to mental health care services worldwide. Research indicates that treatments for child disruptive behavior where parents are the primary agents of change are most impactful. Parent-Child Interaction Therapy (PCIT) is an effective parent management training program currently implemented in therapeutic settings within the Netherlands. Ongoing research into improving the effectiveness of PCIT is being done within these settings. To further promote the key elements of PCIT, this
study focuses on creating the opportunity for parents to practice positive parenting skills more outside of the clinical setting by adding virtual reality (VR) as an additional homework element. PCIT has shown to make impactful long-term improvements in parental warmth, responsiveness, and the parent-child relationship. Through VR, parents practice the taught parenting skills out loud in the comfort of their own homes in VR scenarios. We expect that VR addition will innovatively increase the effectiveness of PCIT.
OBJECTIVE: This
study aimed to evaluate the added value of VR to PCIT by using a multiple baseline single-case experimental design (SCED). We expect to find that PCIT-VR will ameliorate positive parenting skills. By implementing the VR element, we secondarily expected that meeting the skill criteria will be achieved sooner, treatment completion rates will increase, and the parent-child relationship will be better, whereas parental stress and child disruptive behavior will decrease.
METHODS: A total of 15 children (aged 2-7 years) with disruptive behavior and their parents will be followed throughout the PCIT-VR treatment. Using a multiple baseline SCED with 3 phases, 15 families will fill out questionnaires weekly, in addition to having pre- and posttreatment and follow-up measurements to monitor their positive parenting skills, child disruptive behavior, parenting stress, and VR progress. Moreover, quantitative information and qualitative interviews will be analyzed visually and statistically and summarized to provide a complete picture of experiences.
RESULTS: As of February 2021, 6 families have been enrolled in the
study at the moment of submission. Data collection is projected to be completed in 2023. Quantitative and qualitative results are planned to be published in peer-reviewed journals, as well as being presented at national and international conferences.
CONCLUSIONS: The SCED-with its phased design, randomization, and the opportunity to replicate and assess both individual and group treatment effects-and adaptability of the VR technology are the strengths of the
study. The risks of increased type I errors, maturation effects, or technological failure will be mitigated with the right statistical support. This
study aims to magnify the scope of the treatment through additional skill training, ultimately in support of routinely implementing VR within PCIT.
UNASSIGNED: DERR1-10.2196/34120.