TY - JOUR
T1 - A Retrospective Examination of the Impact of Pharmacotherapy on Parent-Child Interaction Therapy
AU - Wang, Chris
AU - Hu, Yuliang
AU - Nakonezny, Paul A.
AU - Melo, Valeria
AU - Ale, Chelsea
AU - Athreya, Arjun P.
AU - Shekunov, Julia
AU - Lynch, Rachel
AU - Croarkin, Paul E.
AU - Romanowicz, Magdalena
N1 - Funding Information:
1Department of Psychiatry and Psychology, Mayo Clinic, Rochester, Minnesota, USA. Departments of 2Psychiatry and 3Population and Data Sciences, University of Texas Southwestern, Dallas, Texas, USA. 4Mayo Clinic Alix School of Medicine, Rochester, Minnesota, USA. 5Department of Psychiatry and Psychology, Mayo Clinic, La Crosse, Wisconsin, USA. 6Department of Molecular Pharmacology and Experimental Therapeutics, Mayo Clinic, Rochester, Minnesota, USA. 7Department of Pediatrics, Mayo Clinic, Rochester, Minnesota, USA. iORCID ID (https://orcid.org/0000-0002-5063-1324). iiORCID ID (https://orcid.org/0000-0001-6843-6503). Funding: P.E.C. has received research grant support from Neuronetics, Inc., NeoSync, Inc., and Pfizer, Inc. He has received grant in-kind (equipment support for research studies) from Neuronetics, Inc. and MagVenture, Inc.
Funding Information:
P.E.C. has served as a consultant for Myriad Neuroscience and Procter & Gamble. A.P.A. receives support from the Mayo Foundation for Medical Education and Research and Mayo Clinic Center for Individualized Medicine. The other authors have no disclosures or potential conflicts of interest.
Publisher Copyright:
© Copyright 2021, Mary Ann Liebert, Inc., publishers 2021.
PY - 2021/12/1
Y1 - 2021/12/1
N2 - Objective: Parent-child interaction therapy (PCIT) is an evidence-based approach for children aged 2-7 years with disruptive behavior problems. This study examined the effectiveness of PCIT with and without concurrent pharmacotherapy. Methods: A convenience sample was collected from a retrospective chart review of preschool-Aged children treated with PCIT at the Mayo Clinic Young Child Clinic between 2016 and 2020. Quantitative and qualitative data were abstracted from all patients. The sample was divided into two groups based on psychotropic medications status (medicated and unmedicated) at the initiation of PCIT. Effectiveness of treatment was assessed with the change in Eyberg Child Behavior Inventory (ECBI) score. The change over time in ECBI score was compared between the two PCIT groups with and without concurrent pharmacotherapy using a linear mixed model. Results: Of the 62 youth, 38.71% were females. Mean age was 4.71 ± 1.17 years. The mean baseline ECBI score was 148.74 ± 30.86, indicating clinically significant disruptive behaviors. The mean number of PCIT sessions was 6.59 ± 3.82. There was no statistically significant difference in ECBI scores between the two groups at pre-PCIT (medication group: 149.68, standard error [SE] = 11.61 vs. unmedicated group: 147.92, SE = 10.93, p = 0.8904) and at post-PCIT (medication group: 116.27 [SE = 11.89] vs. unmedicated group: 128.86 [SE = 11.57], p = 0.3464). There was a statistically significant improvement in ECBI scores for both groups after completing therapy (medication group =-33.41 [-22.32%], SE = 6.27, p < 0.0001; d = 1.144; unmedicated group =-19.06 [-12.88%], SE = 5.78, p = 0.0022; d = 1.078). Conclusions: PCIT reduced disruptive behaviors in this sample of young children regardless of concurrent pharmacotherapy. Future prospective studies should consider one particular pharmacological agent and long-Term outcomes of treatment. PCIT and certain pharmacological treatments could have complex and important bidirectional priming effects for both treatments.
AB - Objective: Parent-child interaction therapy (PCIT) is an evidence-based approach for children aged 2-7 years with disruptive behavior problems. This study examined the effectiveness of PCIT with and without concurrent pharmacotherapy. Methods: A convenience sample was collected from a retrospective chart review of preschool-Aged children treated with PCIT at the Mayo Clinic Young Child Clinic between 2016 and 2020. Quantitative and qualitative data were abstracted from all patients. The sample was divided into two groups based on psychotropic medications status (medicated and unmedicated) at the initiation of PCIT. Effectiveness of treatment was assessed with the change in Eyberg Child Behavior Inventory (ECBI) score. The change over time in ECBI score was compared between the two PCIT groups with and without concurrent pharmacotherapy using a linear mixed model. Results: Of the 62 youth, 38.71% were females. Mean age was 4.71 ± 1.17 years. The mean baseline ECBI score was 148.74 ± 30.86, indicating clinically significant disruptive behaviors. The mean number of PCIT sessions was 6.59 ± 3.82. There was no statistically significant difference in ECBI scores between the two groups at pre-PCIT (medication group: 149.68, standard error [SE] = 11.61 vs. unmedicated group: 147.92, SE = 10.93, p = 0.8904) and at post-PCIT (medication group: 116.27 [SE = 11.89] vs. unmedicated group: 128.86 [SE = 11.57], p = 0.3464). There was a statistically significant improvement in ECBI scores for both groups after completing therapy (medication group =-33.41 [-22.32%], SE = 6.27, p < 0.0001; d = 1.144; unmedicated group =-19.06 [-12.88%], SE = 5.78, p = 0.0022; d = 1.078). Conclusions: PCIT reduced disruptive behaviors in this sample of young children regardless of concurrent pharmacotherapy. Future prospective studies should consider one particular pharmacological agent and long-Term outcomes of treatment. PCIT and certain pharmacological treatments could have complex and important bidirectional priming effects for both treatments.
KW - attention-deficit/hyperactivity disorder
KW - behavior management training
KW - disruptive behavior disorders
KW - early childhood
KW - parent-child interaction therapy
KW - pharmacotherapy
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U2 - 10.1089/cap.2021.0043
DO - 10.1089/cap.2021.0043
M3 - Review article
C2 - 34319785
AN - SCOPUS:85122405501
SN - 1044-5463
VL - 31
SP - 685
EP - 691
JO - Journal of Child and Adolescent Psychopharmacology
JF - Journal of Child and Adolescent Psychopharmacology
IS - 10
ER -