User:Phdclassproject/Reinforcement

Active ignoring, also sometimes referred to as child-directed interaction or differential reinforcement, is one of the common elements used in parent management training programs such as Parent-Child Interaction Therapy (2, 5, 6). This method takes advantage of operant conditioning techniques to reduce disruptive behaviors and improve social interaction skills in pre-school and school-aged children (1, 2, 5). In this method, parental attention and parent-child interactions are seen as rewards that are only given when the child engages in desirable and positive behaviors as a form of positive reinforcement (2, 3). If the child engages in unwanted or negative behaviors, the caregiver is instructed to remove their attention, which is the positive stimuli, as a form of negative punishment, in order to decrease the child’s undesirable behaviors (1, 2, 5). Mental health professionals train caregivers to incorporate PRIDE skills (praise, reflection, imitation, description, and enthusiasm) during child-directed interactions to further model and reinforce the child’s positive behaviors (2, 3, 5). Caregivers are cautioned against using harsh criticism, questions, ambiguous commands, or physical punishments while engaging in active ignoring (3, 4). Active ignoring is recommended to use with minor misbehaviors such as inappropriate or excessive crying, whining, mild temper tantrums, inappropriate language, or name-calling (2, 3). This method is not recommended if the child is engaging in behaviors that could cause physical harm to the child or someone else such as violent temper tantrums, physical fights, or playing with dangerous items (2, 5). Cultural beliefs can also play a role in the effectiveness of child-directed interactions and should be taken into consideration when implementing this technique (2, 3, 4, 5, 6).

(1) Ginn, N. C., Clionsky, L. N., Eyberg, S. M., Warner-Metzger, C., & Abner, J. P. (2017). Child-directed interaction training for young children with autism spectrum disorders: Parent and child outcomes. Journal of Clinical Child & Adolescent Psychology, 46(1), 101-109. https://doi.org/10.1080/15374416.2015.1015135

(2) Hembree-Kigin, T. L., & McNeil, C. B. (2013). Parent-child interaction therapy. Springer US.

(3) Lienerman, C. C., Brabson, L. A., Highlander, A., Wallance, N. M., & McNeil, C. B. (2017). Parent-child interaction therapy: Current perspectives. Psychology Research & Behavior Management, 10, 239-256. http://doi.org/10.2147/PRBM.S91200

(4) Lyon, A. R., & Budd, K. S. (2010). A community mental health implementation of parent-child interaction therapy (PCIT). Journal of Child & Family Studies, 19, 654-668. https://doi.org/10.1007/s10826-010-9353-z

(5) Niec, L. S. (2018). Handbook of parent-child interaction therapy. Springer International Publishing.

(6) N’zi, A. M., Stevens, M. L., & Eyberg, S. M. (2016). Child directed interaction training for young children in kinship care: A pilot study. Child Abuse & Neglect, 55, 81-91. https://doi.org/10.1016/j.chiabu.2016.03.001