Online‐delivered parenting intervention for young children with disruptive behavior problems: a noninferiority trial focused on child and parent outcomes

2021 ◽  
Author(s):  
Ronald J. Prinz ◽  
Carol W. Metzler ◽  
Matthew R. Sanders ◽  
Julie C. Rusby ◽  
Chao Cai
Keyword(s):  
Young Children ◽  
Behavior Problems ◽  
Disruptive Behavior ◽  
Parenting Intervention ◽  
Disruptive Behavior Problems ◽  
Noninferiority Trial ◽  
Parent Outcomes

scholarly journals Developing the Technology-based Parenting Young Children Check-Up Intervention for Disruptive Behavior Problems in Early Childhood

2021 ◽  
Author(s):  
Lucy McGoron ◽  
Elizabeth Towner ◽  
Christopher Trentacosta ◽  
Michelle M Martel ◽  
Sharmi Purkayestha ◽  
...  
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Behavior Problems ◽  
Parent Training ◽  
Disruptive Behavior ◽  
Behavioral Parent Training ◽  
Text Messages ◽  
Disruptive Behavior Problems ◽  
Development Framework ◽  
Feedback Questionnaire

Behavioral parent training programs show clear efficacy/effectiveness in response to young children’s disruptive behavior problems, but limitations in engagement and accessibility prevent many families from benefiting from these programs. The Parenting Young Children Check-up (PYCC) is a technology-based program being created to overcome these barriers and increase the reach of behavioral parent training. Developed for use in pediatric healthcare settings, the PYCC includes three parts: 1) an initial check-up designed to motivate program involvement; 2) text messages; and 3) a parent training website involving interactive video-based content to teach parenting skills. Following an established intervention development framework, this report details initial steps to refine PYCC intervention materials. Seventeen mothers and 17 primary care physicians (pediatricians or family medicine physicians) participated in this mixed methods data collection across three iterations. During semi-structured interviews, participants provided feedback regarding early drafts of the three parts of the PYCC; participants also completed a feedback questionnaire. Refinements were made to the PYCC materials after iterations 1 and 2. A third iteration of data collection revealed saturation of qualitative input, positive qualitative feedback, and positive quantitative ratings on the feedback questionnaire. This project represents an example of using mixed method input to refine and create a technology-based, behavioral intervention. Project completion led to a full version of the PYCC, which will be tested in a proof-of-concept trial and a subsequent pilot randomized clinical trial.

Associations between early home environment and trajectories of disruptive behavior among preschoolers reared in CPS-referred families

2019 ◽  
Vol 1 (4) ◽  
pp. 297-311
Author(s):  
Johanna Bick ◽  
Rebecca Lipschutz ◽  
Teresa Lind ◽  
Lindsay Zajac ◽  
Mary Dozier
Keyword(s):  
Risk Factors ◽  
Young Children ◽  
Behavior Problems ◽  
Disruptive Behavior ◽  
Home Environment ◽  
Disruptive Behavior Problems ◽  
Change Models ◽  
Risk Environments ◽  
Preschool Period ◽  
Increased Risk

Young children who experience maltreatment are at increased risk for disruptive behavior problems. In high-risk environments, children’s difficulties regulating negative emotions and behavior may be an important precursor to later disruptive behavior problems. This longitudinal study examined associations between early home risk factors and trajectories of disruptive behavior in young children in Child Protective Services–involved families. Standardized observations of disruptive behavior, home environment quality, and parenting risk were measured when children ( N = 142) were 36 and 48 months old. Results of multiple indicator latent change models showed that early childhood anger dysregulation decreased over the early preschool period. Early home and parenting risk factors (increased harsh parenting, reduced organization of the home, and decreased parental involvement and responsiveness) were associated with higher baseline values of anger dysregulation at 36 months, but not with change in anger dysregulation over the preschool period. These findings hold important implications for early prevention and intervention for externalizing problems among children in the child welfare system.

Parent Training to Reduce Disruptive Behavior Problems in Young Children

2010 ◽  
Author(s):  
Kathleen H. Armstrong ◽  
Heather C. Agazzi ◽  
Jillian Williams ◽  
Amy Sharp
Keyword(s):  
Young Children ◽  
Behavior Problems ◽  
Parent Training ◽  
Disruptive Behavior ◽  
Disruptive Behavior Problems

scholarly journals Parasympathetic reactivity and disruptive behavior problems in young children during interactions with their mothers and other adults: A preliminary investigation

2017 ◽  
Vol 59 (4) ◽  
pp. 543-550 ◽  
Author(s):  
Christine E. Cooper-Vince ◽  
Mariah DeSerisy ◽  
Danielle Cornacchio ◽  
Amanda Sanchez ◽  
Katie A. McLaughlin ◽  
...  
Keyword(s):  
Young Children ◽  
Behavior Problems ◽  
Disruptive Behavior ◽  
Preliminary Investigation ◽  
Disruptive Behavior Problems

Is attachment theory ready to contribute to our understanding of disruptive behavior problems?

1993 ◽  
Vol 5 (1-2) ◽  
pp. 215-224 ◽  
Author(s):  
Everett Waters ◽  
German Posada ◽  
Judith Crowell ◽  
Keng-Ling Lay
Keyword(s):  
Behavior Problems ◽  
Social Development ◽  
Attachment Theory ◽  
Recent Work ◽  
Disruptive Behavior ◽  
Disruptive Behavior Problems ◽  
Data Point ◽  
Established Firm ◽  
Prevention And Therapy

AbstractAttachment theory and research have traditionally been subspecialties in infant social development. Recent work has extended the relevance of attachment theory and assessments well into childhood and has established firm ties to work with adults. Many of the same variables associated with the development of disruptive behavior problems also influence the development of attachment. In addition, recent data point to consistent relations between attachment status and disruptive behavior problems. This paper reviews attachment theory, summarizes mechanisms through which attachment might be related to disruptive behavior problems, and discusses the relevance of attachment theory to prevention and therapy. We emphasize the diversity of possible relations between attachment and disruptive behavior problems and the fact that incorporating attachment theory into research on disruptive behavior problems does not mean interpreting every disruptive behavior as attachment related or every attachment-related disruption as serving the same function.

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