The Preliminary Research Study on the Impact of the 101s: A Guide to Positive Discipline Parent Training on Parenting Practices and Preschooler's Executive Function (original) (raw)
Related papers
1970
The purposes of the current study were to investigate the impact of the 101s positive discipline parent training program; the national winning-award program in the U.S. for training parent, teachers, and early childhood educators on the maintenance of the parenting practices and their first-grade children's executive function skills. It contains 101 techniques for caregivers to respond to their children with warmth and respect in order to promote children's social-emotional and cognitive skills. A followup research design with comparison group was utilized in one school setting where the 101s positive discipline for parent training had been implemented. The target group included 36 parents who had participated in the 101s training program for 3 years since their children were in the preschool periods and their 36 first-grade children. The comparison group included 39 parents who had never participated in the parent training program and their 39 first-grade children. The 101s Parent Interaction Checklist was used to measure the parents' interaction practices. The Behavior Rating Inventory of Executive Function was used to rate the first-grade children's executive function. A series of MANCOVA was employed to evaluate the mean difference scores on the parents' parenting practice and first-grade children's executive function between the sample in the target and comparison groups. The results showed that the 101s positive discipline parents training program had a strong positive impact on the maintenance of the parenting practice and children's executive function. The discussions, limitations, implications and suggestions are discussed.
2009
THE IMPACT OF THE 101s: A GUIDE TO POSTIVE DISCIPLINE PARENT TRAINING: A CASE STUDY OF KINDERGARTENERS AND THEIR PARENTS IN BANGKOK, THAILAND Piyavalee Thanasetkorn Old Dominion University, 2009 Chairperson: Dr. Katharine C. Kersey To reduce using corporal punishment with children, the need to introduce alternative ways for parent practices has been requested by Thai parents. However, empirical research of parents' use of positive practices to discipline their young children has been limited in Thailand. Given the effectiveness of positive discipline as an accepted method in order to improve children's social and academic competencies in U.S., a cultural extension of positive discipline techniques to Thai culture is of interest. This study investigated the effectiveness of The 101s: A Guide to Positive Discipline training on Thai positive parenting skills to increase the quality of the teacher-child relationship, children's school adjustment and academic achievement in T...
Frontiers in Psychology, 2017
Executive functioning (EF) is associated with various aspects of school achievement and cognitive development in children and adolescents. There has been substantial research investigating associations between EF and other factors in young children, such as support processes and parenting, but less research has been conducted about external factors relating to EF in older children and adolescents. Therefore, the present study investigates one possible factor that could correlate with EF in school-age children and adolescents: parenting behavior. The cross-sectional study design gathered data from 169 children in primary schools, middle-schools, and Gymnasien, and their corresponding parents. All children underwent a standardized task to measure EF, the computer-based Erikson Flanker task, which evaluates EF as a function of error rates and response time. A self-report questionnaire was used to assess parenting behavior. Multilevel analysis was implemented to test the effects of parenting behavior on EF in school-age children. The results show significant associations between various parenting behaviors and children's EF: High scores on parental involvement or parental responsibility are associated with low error rates on the Erikson Flanker task, whereas high parental scores on inconsistent discipline are associated with high error rates. These correlations between parenting behavior and EF remained significant despite controlling for child age, maternal education, family income, and baseline performance (i.e., congruent trials on the Erikson Flanker task). No associations were found between parental behavior and reaction time on the Erikson Flanker task. These results indicate the important association between parenting behaviors and EF skills in school-age children, and foster the necessity to inform parents about ways in which they can optimally support their children's cognitive development.
Review of European Studies, 2016
This study investigated the effectiveness of parental skills training using a cognitive-behavioral method in order to reduce the behavioral problems of the preschool children. This was a quasi-experimental study with a pretest-posttest design. The statistical population of the study consisted of all parents of the preschool children in Isfahan in educational year of 2014-2015. To this end, 32 parents (64 persons) who obtained 1.5 SD higher than the reported mean in response to the behavioral problems of their children, were randomly selected and divided into two groups of 16 parents (32 persons) as the treatment and control groups based on the random distribution. After conducting the pre-test for both groups, the treatment group received parental skills training using a cognitive behavioral method for six sessions during one month; however, the control group received no training. Then, for both groups, post-test was implemented and follow-up study was conducted. In order to assess the behavioral problems of the children, Child Behavior Checklist (CBCL) was used. Finally, the data were analyzed using the analysis of covariance. The results showed that the mean of the treatment group was significantly reduced compared to that of the control group in terms of the behavioral problems, anxiety, depression, somatization, social problems, thought problems, attention problems, rule-breaking behaviors, aggressive behaviors, and other problems. It could be concluded that cognitive behavioral parenting skills training was an effective way to reduce the children's behavioral problems.
Frontiers in psychology, 2017
Whereas the effects of maternal parenting quality during infants' 2nd year on later executive function (EF) have been studied extensively, less is known about the impact of maternal parenting quality during the 1st year. The aim of this study was to examine whether maternal parenting during infants' 1st year predicted EF performance at 2 and 3 years of age in a Chinese sample. Data were collected from 96 mother-infant dyads (42 males) when the infants were 6, 9, 25, and 38 months old. Cognitive development as a control variable was measured with the Bayley Scales of Infant Development II at 6 months. At 9 months, three aspects of maternal parenting quality (sensitivity, mind-mindedness, and encouragement of autonomy) were assessed with MBQS, mind-mindedness coding system, and encouragement of autonomy coding schema within a 15-min mother-infant interaction. Three aspects of EF (working memory, inhibitory control, and delay EF) were measured at 25 and 38 months with age-appro...
Executive functions in early childhood: The role of maternal and paternal parenting practices
The British journal of developmental psychology, 2015
We investigated the association between mothers' and fathers' harsh parenting and sensitive parenting practices and child's executive functions (EF) in early childhood in 607 families. We focused on three broad dimensions of child EF: Emergent metacognition, inhibitory self-control, and flexibility measured with the parent-reported Behavior Rating Inventory of Executive Function-Preschool Version. Less sensitive parenting of the mother and harsher parenting of the father were related to lower scores of emergent metacognition and inhibitory self-control. Parenting was not associated with child flexibility. This study extends previous research on the association between parenting and EF by the focus on the role of the father and demonstrates independent effects of mother and father on child EF.
Parent Management Training to Decrease Disruptive Behavior in Children
Proceedings of the 1st International Conference on Psychology, 2019
Disruptive behaviors that persist until middle childhood will develop into a worse behavior. One of the causes of disruptive child sedentary behavior is the overly punishment style of maternal discipline and inconsistent consequences. Therefore the mother needs a treatment to improve mother's ability in dealing with children with disruptive behavior. This study aimed to examine the effectiveness of parent magement training (PMT) to decrease disruptive behavior on children. PMT is the training for mothers in dealing with disruptive behavior children by consistently apply the behavior modification and discipline style. The PMT consists of instruction, reinforcement technique, modeling, role play, feedback and evaluation. Disruptive behaviour of each sample was measured by using CBCL scale. This research was designed to use subject pretest-postest control group. The subject of the research were 10 mothers who have children aged 6-11 years old with disruptive behaviour. The result o...
Frontiers in Psychology, 2018
This study examined the longitudinal associations of maternal and paternal warmth and hostility with child executive function problems. Data were collected for two consecutive years from 333 kindergarten children who resided in Hong Kong, China, as well as their mothers, fathers, and class teachers. At Time 1, the average age of children was 57.73 months, and 56% of them were girls. At Time 1, mothers and fathers rated their own parenting practices with their children. At Times 1 and 2, class teachers rated children's problems in three aspects of executive functions, including updating/working memory, inhibition, and shifting/cognitive flexibility. As control variables, at Time 1, parents provided information on child and family demographic factors, and children completed verbal ability tasks. Multilevel modeling revealed that controlling for child and family demographic factors, child verbal abilities, and paternal parenting practices, maternal hostility, but not maternal warmth, was linked to increases in child inhibition and shifting/cognitive flexibility problems. Moreover, paternal hostility, but not paternal warmth, was linked to increases in updating/working memory problems. Theoretically, this study highlighted the importance of considering the contributions of both mothers and fathers, and differentiating between positive and negative aspects of parenting, when examining the development of child executive functions. Practically, this study pointed to the utility of targeting maternal and paternal hostility in family intervention and community education in order to reduce child executive function problems.
Pakistan Journal of Psychological Research, 2014
Despite the vast literature supporting the efficacy of behavioral interventions for Attention-Deficit/Hyperactivity Disorder (ADHD), there is an extreme paucity of empirical support for these interventions in developing South Asian countries, such as Pakistan. The present study aimed to implement and evaluate a behavioral parent training program for children with ADHD in a Pakistani urban community. This represents the very first ADHD intervention study conducted in Pakistan. A total of 55, 4-12 year old children with ADHD and their parents were selected to participate for intervention. Pre-and post-treatment parent and teacher rating scales were collected to assess ADHD, Oppositional Defiant Disorder (ODD), and Conduct Disorder symptoms and associated impairment. Outcome measures included the Disruptive Behavior Rating Scale-Parent Form, Disruptive Behavior Rating Scale-Teacher Form, Home Situations Questionnaire, and School Situations Questionnaire . Results showed significant difference on measures of ADHD/ODD symptoms and the number and severity of problem situations according to parent reports. However teacher's reports showed no significant findings for both ADHD and ODD. Reduction rates of symptoms on pre and post measures were noticeable for inattention, ODD, and for conduct disorder. The study provides some preliminary evidence supporting the effectiveness of Barkley's behavioral parenting program for Pakistani parents of ADHD children.
1970
Multidisciplinary research in child development has underlined the significance of executive function (EF) development to children's school and life success. Previous research in the 101s positive discipline training program; the U.S. national winningaward program for training parents, teachers, and early childhood educators to promote children's social-emotional and cognitive skills, have showed the positive impact on the parenting practices and children's EF skills in Thailand for years. The current research attempted to further study the impact of the 101s children's training on their EF development. Therefore, this research aimed to investigate the impact of the 101s Storybook program on EF and 101s social-emotional skills, and the correlations among EF, 101s social-emo tional skills, and school achievement. A quasi-experimental, pre-posttest control group was designed. The sample was 4-year-old children in two classrooms in an elementary school. One classroom (n = 20) was intervention group where the children received the 101s Storybook program, and the other classroom (n = 20) was control group where the children received no intervention. Before and after the program implementation, the teachers of the children were asked to rate the behavior rating inventory of executive function® and the 101s social-emotional checklist. A series of MANCOVA was employed to evaluate the different mean scores of the dependent variables. A bivariate correlation was also performed to evaluate the correlations among the dependent variables. The results showed the positive impact of the 101s Storybook program on children's EF, 101s social-emotional skills, and school achievement. The discussions, limitations, implications and suggestions are discussed.