Effectiveness in Parent Training: Characteristics of Parents and Children (original) (raw)
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A comparative evaluation of a parent-training program
Behavior Therapy, 1982
This report is one of a series of outcome evaluation studies for parent-training procedures tailored specifically to families of preadolescent antisocial children. Referred families were screened to identify 19 problem children who were observed in their homes to be high-rate social aggressors. Cases were randomly assigned to the parent-training procedures or to a waiting-list comparison group. All but one of the latter accepted a referral for treatment elsewhere in the community. After an average of 17 hours of therapy time, the cases in the experimental group were terminated. Posttreatment observation data were collected in the homes of both the experimental and the comparison groups. The results indicated that, relative to the changes in the comparison sample, the parenttraining sample showed a significantly greater reduction in the observed rates of deviant child behavior.
A meta-analysis of parent training: Moderators and follow-up effects
Clinical Psychology Review, 2006
A meta-analysis of 63 peer-reviewed studies evaluated the ability of parent training programs to modify disruptive child behaviors and parental behavior and perceptions. This analysis extends previous work by directly comparing behavioral and nonbehavioral programs, evaluating follow-up effects, isolating dependent variables expressly targeted by parent training, and examining moderators. Effects immediately following treatment for behavioral and nonbehavioral programs were small to moderate. For nonbehavioral programs, insufficient studies precluded examining follow-up effects. For behavioral programs, follow-up effects were small in magnitude. Parent training was least effective for economically disadvantaged families; importantly, such families benefited significantly more from individually delivered parent training compared to group delivery. Including children in their own therapy, separate from parent training, did not enhance outcomes. D
Parent Training Programs: An Overview
Journal of Public Health Issues and Practices, 2018
Parent training and education is one approach utilized to prevent child maltreatment. The National Registry of Evidence-based Programs and Practices lists 66 different parenting programs which have been reviewed. However, this list does not encompass all of the parenting programs available or utilized. An overview of some of these parent training programs provides a glimpse into the potential objectives that can be achieved, populations the program is most effective with, and the age groups which are focused upon. This constitutes a starting point for agencies and entities, whom are considering implementing a parenting program in their community.
Long term follow-up assessment of parent training by use of multiple outcome measures
Behavior Therapy, 1981
This study examined the long term maintenance of treatment effects following a standardized parent training program. Thirty-four mother-child pairs who had completed parent training 1 to 4.5 years earlier participated. Treatment consisted of teaching parents to reward compliance and appropriate behavior and to use a time out procedure for noncompliance and inappropriate behavior. Assessment of treatment effects included home observational data, parent perceptions of child adjustment, and parent consumer satisfaction measures. The results indicated that child behavior change and parent perceptions of change in child adjustment were maintained at follow-up, Some parent behavior changes were also maintained at follow-up. Parents reported a high level of satisfaction with treatment. No differences on any of the outcome measures were found among subjects participating at the different follow-up intervals. In addition, no differences were detected between mother-child pairs who participated in behavioral observations at follow-up and those who refused to participate in observations, 643
Stages of Parental Engagement in a Universal Parent Training Program
The Journal of Primary Prevention, 2011
This paper reports findings on parental engagement in a community-based parent training intervention. As part of a randomized trial, 821 parents were offered group-based Triple P as a parenting skills prevention program. Program implementation was conducted by practitioners. The intervention was implemented between Waves 1 and 2 of a longitudinal study, with a participation rate of 69% and a retention rate of 96%. The study finds that a practitioner-led dissemination can achieve recruitment and completion rates that are similar to those reported in researcher-led trials. Second, the study found that different factors are associated with the various stages of the parental engagement process. Family-related organizational and timing obstacles to participation primarily influence the initial stages of parental involvement. The strength of neighborhood networks plays a considerable role at the participation and completion stages of parental engagement. The general course climate and the intensity of program exposure predict the utilization of the program several months after the delivery.
A Randomized Effectiveness Trial of Brief Parent Training: Six-Month Follow-Up
Research on Social Work Practice, 2013
Objective: To examine the follow-up effectiveness of brief parent training (BPT) for children with emerging or existing conduct problems. Method: With the use of a randomized controlled trial and parent and teacher reports, this study examined the effectiveness of BPT compared to regular services 6 months after the end of the intervention. Participants included 216 children (3-12 years) and parents randomly assigned to BPT or a comparison group. Results: BPT had beneficial effects on caregiver assessments of parenting practices (i.e., positive parenting and harsh discipline) and child conduct problems in the families 6 months after the intervention. The effects of BPT in schools and day care centers were limited. Compared to posttest the effects sizes were smaller and number of significant effects lower. Conclusion: Although effects decreased over time, this study demonstrate that a short-term manual-based intervention (3-5 sessions) could be effective in reducing conduct problems 6 month after the intervention.
Journal of Pediatric Psychology, 1982
The parents of 83 hyperactive children were offered a social learning based parent-training program. Only 49% of the families who agreed to treatment actually finished the 4-month program. Analyses revealed that those children whose families dropped out were younger and had lower IQs. It was also clear that parents who dropped out were significantly younger and had lower IQs. There were also trends suggesting the dropout families had lower mean family incomes and the mothers in this group had fewer years of education. Finally, several significant differences in personality profiles, as evidenced by the MMPI, were found between the parents that completed therapy and those that dropped out.
Behavioral Parent Training in Infancy: A Window of Opportunity for High-Risk Families
Journal of Abnormal Child Psychology, 2016
To meet the mental health needs of infants from high-risk families, we examined the effect of a brief homebased adaptation of Parent-child Interaction Therapy (PCIT) on improvements in infant and parent behaviors and reductions in parenting stress. Participants included 60 infants (55 % male; average age of 13.5±1.31 months) who were recruited at a large urban primary care clinic and were included if their scores exceeded the 75th percentile on a brief screener of early behavior problems. Most infants were from an ethnic or racial minority background (98 %) and lived below the poverty line (60 %). Families were randomly assigned to receive the home-based parenting intervention or standard pediatric primary care. Observational and parentreport measures of infant and parenting behaviors were examined at pre-and post-intervention and at 3-and 6-month follow-ups. Infants receiving the intervention were more compliant with maternal commands at the 6-month follow-up and displayed lower levels of externalizing and internalizing behavior problems across post and follow-up assessments compared to infants in standard care. Mothers receiving the intervention displayed a significantly higher proportion of positive and lower proportion of negative behaviors with their infant during play compared to mothers in the standard care group. There were no significant group differences for parenting stress. Results provide initial evidence for the efficacy of this brief and home-based adaptation of PCIT for infants. These findings highlight the benefit of identification and intervention as early as possible to promote mental health for infants from high-risk families.
BMC Psychology
The aim of the present study is to evaluate whether the effects of a short, six session version of an evidence-based parent training programme (The Incredible Years), delivered in a non-clinical community sample in the northern Norway, are maintained 4 years following the initial intervention. Method: Data were collected primarily from mothers in a randomized controlled trial (N = 117). Children's mean age at 4 year follow-up was 7.5 years.
Child & Family Behavior Therapy
Parental involvement is a cornerstone of success in supporting children with behavioral differences. However, having professionals provide intensive training to all parents in need of assistance is unattainable in many areas. The pyramidal parent training approach, where parents train other parents after first being trained by experts, supports generalization, collaboration, and makes training accessible in places where professional services are not available. A literature review was conducted to determine the scope of research on pyramidal parent training for families with children with ASD or another developmental disability. Eight relevant articles and one thesis were found. This research synthesized their training components, settings, foci, participants, designs, outcomes, social validity, and cultural responsiveness. Despite the many differences between the studies, two distinct forms of pyramidal parent training were identified: (1) Parent Training within a Family and (2) Parent Training among Families. The results show that regardless of the model, parent participants increased their skill acquisition to a similar degree whether trained by a professional or another parent. However, limited data were presented on the changes in the children's behaviors and shortcomings were found in the areas of outcomes, generalization, maintenance, and cultural responsiveness.