Parenting Skills and Parent Readiness for Treatment Are Associated With Child Disruptive Behavior and Parent Participation in Treatment

2015 ◽  
Vol 46 (3) ◽  
pp. 365-378 ◽  
Author(s):  
Brendan F. Andrade ◽  
Dillon T. Browne ◽  
Alex R. Naber
Keyword(s):  
Disruptive Behavior ◽  
Parent Participation ◽  
Parenting Skills ◽  
Child Disruptive Behavior

The Impact of Foster Parent Training on Parenting Skills and Child Disruptive Behavior

2016 ◽  
Vol 22 (1) ◽  
pp. 3-13 ◽  
Author(s):  
David T. Solomon ◽  
Larissa N. Niec ◽  
Ciera E. Schoonover
Keyword(s):  
Parent Training ◽  
Disruptive Behavior ◽  
Effect Size ◽  
Foster Parents ◽  
Foster Parent ◽  
Parenting Skills ◽  
Child Disruptive Behavior ◽  
Foster Parent Training ◽  
The Mean ◽  
The Impact

Children in foster care are at risk for behavioral and emotional problems that require higher levels of care than other children. To meet these needs and reduce placement disruptions, foster parents require effective parenting skills. Although a number of training models have been evaluated, the findings on the efficacy of foster parent training (FPT) are mixed. We conducted a meta-analysis of the FPT outcome research from 1984 to 2014 to develop a clearer understanding of the impact of such trainings. Fifteen samples (16 studies) were identified that investigated the impact of FPT on self-reported parenting skills and knowledge and child problem behaviors. The mean effect size for child disruptive behavior using a random effects model was small but significant at −.20 (95% confidence interval [CI] = [−.39, −.01], Z = 2.05, p < .05), suggesting that, on average, foster parents who were involved in the trainings reported fewer child behavior problems than parents who did not receive the training. The mean effect size for parenting was moderate and significant at .52 (95% CI = [.22, .82], Z = 3.38, p < .05), indicating that, on average, parents in the treatment groups reported higher levels of skills and knowledge following training than did those in the control group. While these results are promising, more research is necessary to investigate the inconsistency in effect sizes across studies.

A nonrandomized trial of a behavioral parent training intervention for parents with children with challenging behaviors: In-person versus internet-HOT DOCS

2021 ◽  
pp. 135910452110275
Author(s):  
Heather Agazzi ◽  
Holland Hayford ◽  
Nicholas Thomas ◽  
Cristina Ortiz ◽  
Abraham Salinas-Miranda
Keyword(s):  
Parent Training ◽  
Parenting Stress ◽  
Disruptive Behavior ◽  
Consumer Satisfaction ◽  
Challenging Behaviors ◽  
Disruptive Behaviors ◽  
Behavioral Parent Training ◽  
Post Intervention ◽  
Child Disruptive Behavior ◽  
Post Test

Behavioral parent training (BPT) programs are the first-line interventions for childhood disruptive behaviors. In light of the COVID-19 pandemic, adapting these programs to telehealth modalities is necessary to ensure continued services to children and families. This study evaluates the use of telehealth versus in-person modality to deliver the Helping Our Toddlers, Developing Our Children’s Skills (HOT DOCS) BPT. The study design was quasi-experimental with two nonequivalent groups: in-person HOT DOCS ( n = 152) and internet-HOT DOCS ( n = 46). Participants were caregivers of children ages 2–5 exhibiting disruptive behaviors. Pre- and post-intervention outcome measures were collected for child disruptive behavior and parenting stress and post-test only for consumer satisfaction. Multiple linear and Poisson regression models were performed to assess the effect of class modality on the outcomes. Child disruptive behavior and parenting stress post-test scores for in-person and telehealth groups were not significantly different, even after adjusting for baseline characteristics. Consumer satisfaction scores were significantly more positive for the in-person group. The results of this study provide preliminary evidence for the i-HOT DOCS modality as being as effective as the in-person program. Study findings may be beneficial to practitioners utilizing telehealth interventions during the COVID-19 pandemic and onward.

scholarly journals CHILD DISRUPTIVE BEHAVIOR AND PARENTING EFFICACY: A COMPARISON OF THE EFFECTS OF TWO MODELS OF INSIGHTS

2012 ◽  
Vol 40 (5) ◽  
pp. 555-572 ◽  
Author(s):  
Erin O'Connor ◽  
Eileen Rodriguez ◽  
Elise Cappella ◽  
Jordan Morris ◽  
Sandee McClowry
Keyword(s):  
Disruptive Behavior ◽  
Parenting Efficacy ◽  
Child Disruptive Behavior

scholarly journals In the Eye of the Beholder? Parent-Observer Discrepancies in Parenting and Child Disruptive Behavior Assessments

2018 ◽  
Vol 46 (6) ◽  
pp. 1147-1159 ◽  
Author(s):  
Martine A. Moens ◽  
Joyce Weeland ◽  
Danielle Van der Giessen ◽  
Rabia R. Chhangur ◽  
Geertjan Overbeek
Keyword(s):  
Disruptive Behavior ◽  
Child Disruptive Behavior

Parental Stress, Discipline Strategies, and Child Behavior Problems in Families With Young Children With Autism Spectrum Disorders

2015 ◽  
Vol 32 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Paul M. Shawler ◽  
Maureen A. Sullivan
Keyword(s):  
Behavior Problems ◽  
Disruptive Behavior ◽  
Autism Spectrum ◽  
Parent Stress ◽  
Parental Discipline ◽  
Parent Child Relationship ◽  
Disruptive Behavior Problems ◽  
Child Disruptive Behavior ◽  
Children With Asd ◽  
Child Relationship

The current study investigated the parent–child relationship by examining associations between parent stress, parental discipline strategies, child disruptive behavior problems, and level of autism spectrum disorder (ASD) symptoms. A sample of 130 parents of children with ASD ages 3 to 11 years participated. Parents reported high levels of parent stress and high levels of child disruptive behavior problems. A series of mediation analyses via bootstrapping were used to examine the development of child disruptive behavior. Use of harsh and punitive parental discipline strategies mediated the link between parent stress and child disruptive behavior problems. These findings suggest that parental discipline strategies should be a central target in prevention and treatment interventions for children with ASD to reduce the emergence of child disruptive behavior problems. Reducing challenging behavior in children with ASD may improve the rate of skill acquisition and improve the parent–child relationship. Future directions for research along with clinical implications for families are discussed.

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