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.

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.

scholarly journals Penerapan Behavioral Parent Training untuk Menurunkan Stres Pengasuhan pada Ibu yang Memiliki Anak dengan Gangguan ADHD

2016 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Wanda Rahma Syanti ◽  
Woelan Handadari
Keyword(s):  
Parent Training ◽  
Parenting Stress ◽  
Short Form ◽  
Behavioral Parent Training ◽  
T Test ◽  
Stress Index ◽  
Parenting Stress Index

Penelitian ini bertujuan untuk mengetahui efektivitas behavioral parent training untuk menurunkan stres pengasuhan pada ibu yang memiliki anak dengan ADHD. Desain penelitian ini adalah eksperimen kuasi dengan dua kelompok, kelompok eksperimen dan kelompok kontrol. Partisipan penelitian ini adalah 9 orang ibu yang memiliki anak dengan ADHD. Teknik pengumpulan data dalam penelitian ini menggunakan Parenting Stress Index-Short Form (PSI-SF), modul Behavioral Parent Training, observasi dan wawancara. Analisis data menggunakan independent sample t-test. Hasil penelitian ini menunjukkan bahwa behavioral parent training efektif untuk menurunkan stres pengasuhan pada ibu yang memiliki anak dengan ADHD. Stres pengasuhan ibu menurun secara signifikan setelah mengikuti behavioral parent training. Hal ini berarti bahwa konten pelatihan behavioral parent training yang menitikberatkan pada peningkatan kemampuan ibu dalam mengelola stres dan peningkatan sumber daya, kompetensi ibu dalam menghadapi anak dan peningkatan persepsi ibu terhadap kemampuannya terbukti efektif.

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.

scholarly journals Maternal Functioning Differences Based on ADHD Subtype

2015 ◽  
Vol 22 (13) ◽  
pp. 1218-1223 ◽  
Author(s):  
Kelsey A. Weinberger ◽  
Denise M. Gardner ◽  
Alyson C. Gerdes
Keyword(s):  
Parent Training ◽  
Parenting Stress ◽  
Parenting Behaviors ◽  
Behavioral Parent Training ◽  
Parental Efficacy ◽  
Negative Parenting ◽  
Children With Adhd ◽  
Maternal Functioning ◽  
Inattentive Type ◽  
Adhd Subtype

Objective: Maternal functioning differences in parenting stress, parental efficacy, and parenting behaviors were examined for mothers of children with ADHD. Method: Participants included 29 mothers of children with ADHD, Predominantly Inattentive Type (ADHD-I) and 38 mothers of children with ADHD, Predominantly Hyperactive-Impulsive or Combined Type (ADHD-HI/C). Results: Findings suggest that mothers of children with ADHD-HI/C reported significantly greater parenting stress and engaged in more negative parenting behaviors than mothers of children with ADHD-I. Conclusion: This study suggests that tailoring behavioral parent training based on ADHD subtype may be particularly helpful for parents of children with ADHD-HI/C.

scholarly journals Behavioral parent training for ADHD children: a mixed methods study

2017 ◽  
Vol 57 (3) ◽  
pp. 145
Author(s):  
Hari Wahyu Nugroho ◽  
Mei Neni Sitaresmi ◽  
Indria Laksmi Gamayanti
Keyword(s):  
Treatment Group ◽  
Parent Training ◽  
Effect Size ◽  
Clinical Care ◽  
Behavioral Parent Training ◽  
Control Group ◽  
Adhd Symptoms ◽  
Post Intervention ◽  
Routine Clinical Care ◽  
Cohen’S D

Background Management of ADHD requires multimodal treatments. Parental participation is one of the most important factors for effective ADHD treatment.Objective To investigate the effectiveness of behavioral parent training combined with routine clinical care, in reducing ADHD symptoms in children.Methods Quantitative and qualitative methods were combined in this study. This study was conducted at 3 growth and developmental clinics in Central of Java, on June-July 2016. The quantitative aspect was assessed by comparing ADHD quotient scores at pre- and post-intervention, while the qualitative aspect by intensive parental interviews. Parents of children with ADHD were randomized with block random sampling. In the treatment group, parents received behavioral training for 7 weeks, along with weekly routine clinical care for their children. The control group received only routine clinical care of the children. Six parents in the treatment group were randomly selected for intensive interviews.Results A total of 67 parents with their children were involved. Both groups’ ADHD quotient scores improved post-intervention. The treatment group ADHD quotient score was reduced from 120.53 to 116.41 (effect size Cohen’s d 0.68). The control group ADHD quotient score was reduced from 121.74 to 119.83 (effect size Cohen’s d 0.23). Mean difference post-intervention in both group was not significant (p=.161). After behavioral parent training, communication between parents and children increased and parents’ capability in directing their children’s daily activity increased.Conclusion Behavioral parent training can not enhacing effectiveness of routine clinical care to reduce ADHD symptoms in children.

Mindfulness-Enhanced Behavioral Parent Training for Clinic-Referred Families of Children With ADHD: A Randomized Controlled Trial

2020 ◽  
pp. 108705472092588
Author(s):  
Janet W. T. Mah ◽  
Candice Murray ◽  
Jake Locke ◽  
Nicole Carbert
Keyword(s):  
Parent Training ◽  
Parenting Stress ◽  
Behavioral Parent Training ◽  
Mindful Parenting ◽  
Adhd Symptoms ◽  
Harsh Discipline ◽  
Significant Group ◽  
Children With Adhd ◽  
Discipline Practices ◽  
Child Adhd

Objective: This study evaluated the efficacy of a mindfulness-enhanced behavioral parent training (BPT) group program compared to standard BPT in families of children with ADHD. Method: Parents ( N = 63) of children (aged 6–11) diagnosed with ADHD were randomly assigned to either mindful or standard BPT, and participated in 12 weekly 2-hr group sessions. Parents completed a series of questionnaires assessing mindful parenting, parenting stress, harsh discipline practices, behavioral dysregulation, and child ADHD symptoms, before and after completing the group intervention. Results: Parents in the mindful group had decreased harsh discipline practices and improved self-regulation compared to parents in the standard group. Both groups improved in parenting sense of competence and child ADHD symptoms. No significant group differences were found in mindful parenting or parenting stress. Conclusion: There are some important parental benefits to enhancing BPT with mindfulness.

Effects of Parent Training on Salivery Cortisol in Children and Adolescents with Disruptive Behavior Disorder

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
A. Attari ◽  
M. Motamedi ◽  
M. Siavash ◽  
A. Hassanzadeh ◽  
M. Soltani
Keyword(s):  
Parent Training ◽  
Children And Adolescents ◽  
Disruptive Behavior ◽  
Salivary Cortisol ◽  
Behavior Disorder ◽  
Disruptive Behaviors ◽  
Disruptive Behavior Disorder ◽  
Baseline Cortisol ◽  
Before And After ◽  
Cortisol Levels

Aims:Since adulthood antisocial, aggressive and delinquent behaviors often have their onset early in life, investigating the association between biological factors and disruptive behaviors in children and adolescents are important and are emphasized on in the recent years. Baseline cortisol level seems to be a valuable biological marker of individuals with Disruptive Behavior Disorder (DBD). This study examined the effect of parent training on salivary cortisol levels of children with DBD.Methods:Saliva samples were assayed to determine cortisol levels in nineteen clinic-referred children with DBD (aged 8 through 13 years) before and after an eight-session parent training program. Children's disruptive behaviors were assessed by Child Behavior Check List before and after the intervention.Results:Children's salivary cortisol increased significantly after parent training sessions. Children with DBD who had lower basal cortisol levels had more severe disruptive behaviors and a better response to intervention by parent training as assessed by changes in cortisol levels and disruptive behaviour scores. However, post-interventional reduction of disruptive behaviors and increase in cortisol level was significant for all levels of baseline cortisol.Conclusions:Parent training is an effective method for behavioral modification in DBD. Salivary cortisol may be considered a predictive factor for severity of the child or adolescent's disruptive behaviors and also for response of those behaviors to parent training.

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