Therapist Coaching in Parent-Child Interaction Therapy in the Netherlands: An Archival Lag Sequential Analysis Study
Praise parents the second they use the target skill—immediate responsive coaching lifts skill use 10–25% on the next turn.
01Research in Context
What this study did
The team watched old PCIT videos from Dutch clinics. They coded every second to see what the therapist said and what the parent did next.
They looked at two kinds of coaching: responsive (praise after a good move) and directive (tell the parent what to do).
The goal was to see if the coach’s words changed the parent’s next move, right away.
What they found
When the coach praised a parent skill, the parent used that skill 10–25% more in the next few seconds.
When the coach gave a clear direction, the parent followed it 18–32% of the time in the next turn.
The changes showed up in the same minute, not next week.
How this fits with other research
Oliver et al. (2014) got the same quick lift with covert earpiece coaching. Parents improved and kids followed routines better. The match shows the magic is timing, not the gadget.
Kunze et al. (2025) moved the same idea online. Their virtual coach also lifted parent strategy use and child engagement. The new study proves the trick still works when the coach stands in the room.
Hippman et al. (2023) reviewed 30 virtual parent-coaching studies. They found strong gains for disruptive behavior. The Dutch tapes add micro-proof that a single praised moment can spark the next good move.
Why it matters
You don’t need a long lecture. A quick “Nice labeled praise!” right after the parent uses it can make the next one pop. Try tagging and praising the exact skill you want to see in the same minute. It’s free, fast, and the data say it works.
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02At a glance
03Original abstract
In vivo therapeutic coaching of parent-child interactions is the primary mechanism of change in behavioral parent training programs such as parent-child interaction therapy (PCIT), yet relatively little research has examined the coaching process. The primary aim of this study was to explore the bidirectional interaction between therapist-parent dyads to better understand how therapists influence parent behavior and vice versa. Observational data from two research projects were analyzed separately and together using lag sequential analysis (LSA). Results demonstrate that therapist responsive coaching (e.g., praising parent behavior) led parents to use more child-centered skills. Responsive coaching techniques led to immediate increases in parents’ use of the targeted positive parenting skill (10%–25% re-use). Responsive strategies followed targeted parent verbalizations more often than directive strategies, suggesting that therapists reinforce positive parenting skills as soon as parents use them. When directive coaching techniques were used, there was a 18% to 32% chance that parents followed through with a child-centered skill as coached. This study is the first to explore the influence of in vivo coaching on parent skill acquisition on a micro-level and has implications for the therapist training.
Behavior Modification, 2025 · doi:10.1177/01454455251319731