Effects Of Behavioral Parent Training Research Articles

Beneficial Effects of Behavioral Parent Training on Inhibitory Control in Children With Attention-Deficit/Hyperactivity Disorder: A Small-Scale Randomized Controlled Trial.

The purpose of this study was to examine whether the beneficial effects of behavioral parent training (BPT), as an indirect type of psychosocial treatment, are extended to cognitive manifestations beyond behavioral symptoms of attention-deficit/hyperactivity disorder (ADHD). Although previous studies of community families have shown an association between parenting quality and a child’s cognitive functions, little is known about the effects of BPT on cognitive manifestations in children with ADHD. In this study, we focused on inhibitory control among cognitive domains, which is considered to be the most malleable to direct types of psychosocial treatment for ADHD. We hypothesized that inhibitory control is affected by BPT, which uses parents as the primary agents of change to help their children. Thirty school-age children (6–12 years old) with ADHD and their parents (mothers) participated and were randomly assigned to either the standard BPT or waitlist control group. Using two objective laboratory-based tasks of inhibitory control (i.e., go/no-go and single response selection tasks), we assessed baseline and post-treatment response inhibition to suppress task-irrelevant responses and response selection to select task-relevant responses. In addition to decreased ADHD symptoms and negative parenting, the BPT group exhibited significantly improved performance in the single response selection task, but not in the go/no-go task, compared with the waitlist control group. Although tentative, these findings partially support our hypothesis that BPT has beneficial effects on the cognitive inhibitory control of ADHD, highlighting the potential for supportive environmental modifications to advance cognitive development in children with ADHD.

The Effect of Behavioral Parent Training on Problem Behaviors of Persons with DD and Collateral Effects on Mothers: A Single-Group Pre-post Treatment Design

The purpose of this study was to examine the effectiveness of behavioral parent training (BPT) on problem behaviors in Korean children with developmental disabilities (DD) using a single-group pretest-posttest treatment design. Additionally, the collateral effects on Korean mothers with respect to levels of depression, stress, self-efficacy, and knowledge of behavior modification were analyzed. Participants were 60 mothers of children with DD who received 12 weeks of BPT in groups of five to six participants. Data regarding changes in children’s problem behaviors and parenting stress, depression, efficacy, and knowledge were collected through self-reports at pre-, post-, and 3-month follow-ups. The results showed significant decreases in children’s aggression, but no changes were detected for self-injury and stereotypy. For mothers, depression and stress levels decreased, and efficacy and knowledge increased. These findings were present post-treatment and were maintained at follow-up. The data collected show strong evidence for the beneficial effects of BPT on parents and children with DD. Implications and challenges are discussed further.

아동학대행위부모에 대한 행동적 부모훈련의 효과: 1년 후 재학대율, 양육스트레스, 양육태도, 피해아동의 공격적 행동문제를 중심으로

본 연구의 목적은 아동학대행위부모 대상 행동적 부모훈련 프로그램이 학대행위부모의 양육스트레스, 양육태도와 학대피해아동의 공격적 문제행동 및 재학대율에 미치는 효과를 검증하는데 있다. 연구대상은 아동학대로 신고되어 판정받아 OO광역시 가족기능강화사업에 의뢰된 19가정의 학대행위부모이다. 처치도구로는 김윤희, 박영순, 소명희, 정신혜와 조고은(2018)이 개발한 행동적 부모훈련을 사용하였다. 부모훈련 실시 전과 종료 후, 양육스트레스, 양육태도, 아동의 공격적 행동문제를 측정하였고 종료 1년 후 재학대율을 추적 조사하였다. 연구결과, 첫째, 부모훈련 종결이후 양육스트레스가 높은 효과크기로 감소하였다. 긍정적인 양육태도는 높은 효과크기, 부정적인 양육태도는 매우 높은 효과크기로 감소하였다. 둘째, 부모훈련을 실시한 후, 아동의 공격적 행동문제의 발생빈도와 심각도가 매우 높은 효과크기로 감소하였다. 셋째, 부모훈련 종료 1년 후 재학대율을 추적한 결과 5.2%로 나타나 당해년도 전국 재학대율 10.3%의 절반에 불과한 것으로 나타났다. 이는 아동학대 행위자에게 행동적 양육기술을 훈련시킴으로써 부모의 양육스트레스와 양육태도, 아동의 공격적인 행동문제를 개선할 수 있고, 더 나아가 재학대 발생을 감소시킬 수 있음을 시사한다.

Understanding Differential Effectiveness of Behavioral Parent Training from a Family Systems Perspective: Families Are Greater than “Some of Their Parts”

AbstractBehavioral parent training (BPT) is a theory‐driven, evidence‐based, and widely used intervention strategy for preventing and decreasing children's disruptive behavior problems, indirectly via improved parenting behavior. However, not all families benefit equally from BPT. To date, our knowledge of who benefits (and who does not) and our understanding of why some families benefit more than others is limited. An important challenge for research and practice is finding ways to tailor interventions to the needs of an individual family and increase their effectiveness. We put forwardfamily systems theoryas a tool to gain more insight into which families (do not) benefit from BPT and why. We synthesize the theoretical foundations and empirical support for the putative mechanisms through which the functioning of family systems may explain BPT effectiveness and propose ways in which family systems theory can help strengthen the design, implementation, and evaluation of BPT programs.

Effectiveness of behavioral parent training in the outpatient setting for preschoolers at risk for ADHD

Abstract In 2019, the American Pediatric Association released updated guidelines regarding assessing and treating attention-deficit/hyperactivity disorder (ADHD). These guidelines prescribe behavioral parent training (BPT) as the first line of treatment for preschool-aged children with ADHD symptomatology. However, there are few studies documenting the effectiveness of BPT administered in real-word settings, outside the context of controlled research trials. Further, many available BPT programs are lengthy and costly. Here we investigate the effectiveness of an 8-session group-based BPT, previously shown effective in school-aged children with ADHD, in an outpatient clinic. Ratings of parental confidence, child impairment, number and severity of non-compliance in multiple situations, and ADHD and oppositional symptoms, were collected from 132 parents of preschoolers at risk for ADHD before and after the BPT groups. Improvements with a large effect size were observed for overall severity of impairment and parental confidence ratings. Improvements with a moderate effect size were observed for academic progress, severity of non-compliance, and ADHD symptom ratings. Small effect sizes were observed for reduced impairment in family functioning, peer and parental relationships, and self-esteem, frequency of non-compliance, and oppositional defiant symptom ratings. Together these findings support the effectiveness of a BPT program to treat preschool ADHD and ADHD-like behaviors that is accessible to families and clinicians.

Behavioral Parent Training for ADHD Reduces Situational Severity of Child Noncompliance and Related Parental Stress

Objective: Parents are more likely to seek treatment when a child’s behaviors cause impairment and increase parental burden. Thus, it is important to document the effectiveness of behavioral parent training (BPT) on the pervasiveness and severity of children’s behavior and related parental distress. Method: Data were obtained from 304 parents of school-aged children with attention-deficit hyperactivity disorder (ADHD) attending BPT groups in an outpatient setting. Results: After BPT, parents reported fewer and less severe problematic situations related to child noncompliance, particularly for chores, homework, mealtimes, and peer interactions. Parents also reported significantly reduced stress related to parenting a child with ADHD. Improvements in Nonfamilial Transactions and Task Performance were associated with reductions in degree of parental stress. Conclusion: BPT offered in a real-world clinical setting has meaningful impacts on the child behaviors that lead parents to seek treatment and reduces stress related to parenting a child with ADHD.

A randomized clinical trial of interventions for improving well-being in custodial grandfamilies.

Despite the rising cultural phenomenon of grandparents parenting grandchildren on a full-time basis due to problems within the birth parent generation, intervention studies with these families have been scarce, methodologically flawed, and without conceptual underpinnings. We conducted a randomized clinical trial (RCT) with 343 custodial grandmothers recruited from across 4 states to compare the effectiveness of behavioral parent training (BPT), cognitive-behavioral therapy (CBT), and information-only control (IOC) conditions at lowering grandmothers' psychological distress, improving their parenting practices, and reducing the internalizing and externalizing difficulties of target grandchildren between ages 4 and 12. These outcomes were derived conceptually from the family stress model and modeled as latent constructs with multiple indicators. Each RCT condition was fully manualized and delivered across 10 sessions within groups led jointly by trained professionals and peer facilitators in community settings. Multidomain second-order latent difference score models were performed on a full intent-to-treat basis to compare the 3 RCT conditions on changes in the above outcomes from baseline to postintervention and from baseline to 6 months postintervention. In general, while CBT and BPT interventions were both superior to IOC at both times of measurement on most outcomes, they differed little from each other. Effect sizes were generally in the moderate to large range and similar to those found in prior studies of BPT and CBT with traditional birth parents. We conclude from this research that evidence-based interventions focusing on appropriate skill development and behavioral change can yield positive outcomes within custodial grandfamilies. (PsycINFO Database Record

The Effects of Behavioral Parent Training With Adjunctive Social Skills Training for a Preadolescent Girl With ADHD and Borderline Personality Features

Girls with attention deficit hyperactivity disorder (ADHD) are at high risk of a range of social–emotional difficulties, including peer rejection, suicide attempts, and borderline personality disorder (BPD), which are associated with serious, long-term impairment and have not emerged as clearly in samples of boys with ADHD. BPD is a particularly concerning long-term outcome of ADHD in girls, given the high risk for suicidality and long-lasting relationship difficulties. Very little research has focused on treatment for the interpersonal impairments of girls with ADHD, or on addressing risk for developing BPD. This case study describes the use of behavioral parent training (BPT) with adjunctive social skills training (SST) to address the social–emotional difficulties of a 9-year-old girl, “Violet,” who was diagnosed with ADHD Combined Presentation and was being treated with medication for anxiety. Violet presented with many social difficulties, including low self-esteem, emotional dysregulation, and unstable relationships, which were conceptualized as borderline personality features (BPF). Treatment was associated with improvements in parent functioning, including reductions in caregiver strain and inconsistent discipline, as well as improvements in child functioning, including reductions in ADHD symptoms, a range of impairments, and BPF. This case study illustrates the benefit of a brief psychosocial intervention in reducing multiple indices of interpersonal impairment, including BPF, for a girl with ADHD.

Preschool children's response to behavioural parent training and parental predictors of outcome in routine clinical care.

To investigate the effectiveness of behavioral parent training (BPT) for preschool children with disruptive behaviours and to explore parental predictors of response. Parents of 68 preschool children, aged between 2.7 and 5.9years, participated in BPT. We evaluated the changes in children's behaviour after BPT with a one group pretest-posttest design, using a waiting period for a double pretest. Outcome was based on parents' reports of the intensity and number of behaviour problems on the Eyberg Child Behavior Inventory. Predictor variables included parents' attention-deficit/hyperactivity disorder symptoms, antisocial behaviours, and alcohol use, and maternal parenting self-efficacy and disciplining. Mother-reported child behaviour problems did not change in the waiting period but improved significantly after BPT (d=0.63). High levels of alcohol use by fathers and low levels of maternal ineffective disciplining were each associated with somewhat worse outcome. BPT under routine care conditions clearly improves disruptive behaviours in preschool children. Mothers who consider themselves as inadequate in disciplining and mothers whose partners do not consume high levels of alcohol report the largest improvements.

Behavioral parent training for ADHD children: a mixed methods study

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.

Inclusion and Engagement of Fathers in Behavioral Parent Training for ADHD: An Update and Recommendations

Free AccessInclusion and Engagement of Fathers in Behavioral Parent Training for ADHD: An Update and RecommendationsLesthia Isaacs, Abigail Webb, Stephanie Jerome and Gregory A. FabianoLesthia IsaacsSearch for more papers by this author, Abigail WebbSearch for more papers by this author, Stephanie JeromeSearch for more papers by this author and Gregory A. Fabiano1 School psychology doctoral students in the Department of Counseling, School, and Educational Psychology at the University at Buffalo, State University of New York.2 Professor in the Department of Counseling, School, and Educational Psychology at the University at Buffalo. He is also on the Advisory Board of The ADHD Report.Address correspondence to Gregory A. Fabiano, Ph.D., Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York, Baldy Hall 426, Buffalo, NY 14260; E-mail: [email protected]Search for more papers by this authorPublished Online:December 2015https://doi.org/10.1521/adhd.2015.23.8.1PDFPDF PLUS ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About Next article FiguresReferencesRelatedDetails Cited byCited by1. Understanding Differential Effectiveness of Behavioral Parent Training from a Family Systems Perspective: Families Are Greater than “Some of Their Parts”Online publication date: 2 March 2021. Go to citation Crossref Google Scholar2. Does the Incredible Years reduce child externalizing problems through improved parenting? The role of child negative affectivity and serotonin transporter linked polymorphic region ( 5-HTTLPR ) genotypeOnline publication date: 24 April 2017. Go to citation Crossref Google Scholar3. Initial Findings from a Feasibility Trial Examining the SafeCare Dad to Kids Program with Marginalized FathersOnline publication date: 7 September 2017. Go to citation Crossref Google Scholar Volume 23Issue 8Dec 2015 Information© 2015 The Guilford PressPDF download

Direct and Indirect Effects of Behavioral Parent Training on Infant Language Production

Given the strong association between early behavior problems and language impairment, we examined the effect of a brief home-based adaptation of Parent–child Interaction Therapy on infant language production. Sixty infants (55% male; mean age 13.47±1.31months) 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. Families were randomly assigned to receive the home-based parenting intervention or standard pediatric primary care. The observed number of infant total (i.e., token) and different (i.e., type) utterances spoken during an observation of an infant-led play and a parent-report measure of infant externalizing behavior problems were examined at pre- and post-intervention and at 3- and 6-month follow-ups. Infants receiving the intervention demonstrated a significantly higher number of observed different and total utterances at the 6-month follow-up compared to infants in standard care. Furthermore, there was an indirect effect of the intervention on infant language production, such that the intervention led to decreases in infant externalizing behavior problems from pre- to post-intervention, which, in turn, led to increases in infant different utterances at the 3- and 6-month follow-ups and total utterances at the 6-month follow-up. Results provide initial evidence for the effect of this brief and home-based intervention on infant language production, including the indirect effect of the intervention on infant language through improvements in infant behavior, highlighting the importance of targeting behavior problems in early intervention.

Effects of Behavioral Parent Training for Parents of Children with Developmental Disabilities: Comparison of Theory-based training and Practice-based training

Effects of Behavioral Parent Training for Parents of Children with Developmental Disabilities: Comparison of Theory-based training and Practice-based training

Treating Parents with Attention-Deficit/Hyperactivity Disorder: The Effects of Behavioral Parent Training and Acute Stimulant Medication Treatment on Parent–Child Interactions

This multiple baseline study evaluated the efficacy of behavioral parent training (BPT) for 12 parents (M age = 39.17 years; 91% mothers) and their children (ages 6-12; 83% boys) both with Attention-Deficit/Hyperactivity Disorder (ADHD), and also explored the acute effect of stimulant medication for parents before and after BPT. Parents rated their own and their children's symptoms and impairment and were stabilized on optimally dosed medication. Then, parents discontinued medication and were randomly assigned to a 3, 4, or 5 week baseline (BL), during which they provided twice-weekly ratings of their impairment, parenting, and their child's behavior. Following BL, parents and their children completed two laboratory tasks, once on their optimally dosed medication and once on a placebo to assess observable effects of medication on parent-child behavior, and they completed additional assessments of family functioning. Parents then completed eight BPT sessions, during which they were unmedicated. Twice-weekly ratings of parent and child behavior were collected during BPT and additional ratings were collected upon completing BPT. Two more parent-child tasks with and without parent medication were conducted upon BPT completion to assess the observable effects of BPT and BPT plus medication. Ten (83.33%) parents completed the trial. Improvements in parent and child behavior were observed, and parents reported improved child behavior with BPT. Few benefits of BPT emerged through parent reports of parent functioning, with the exception of inconsistent discipline, and no medication or interaction effects emerged. These results, although preliminary, suggest that some parents with ADHD benefit from BPT. While pharmacological treatment is the most common intervention for adults with ADHD, further examination of psychosocial treatments for adults is needed.

The Effects of Behavioral Parent Training on Placement Outcomes of Biological Families in a State Child Welfare System

Behavioral parent training has proven effective in improving the skill performance of foster caregivers and biological parents of dependent children during role-play assessments. To date, however, no studies have examined the impact of behavioral parenting skills training on child placement outcomes. We conducted a quasi-experimental archival analysis of the case files of 171 biological parents who completed a behavioral parent training program and 171 control families who did not participate in the program but were matched on the county of service and time of Child Protective Services involvement in Alabama. Results indicate that parents were not only able to demonstrate use of the new skills after behavioral parent training, but that skill acquisition was associated with better placement outcomes for their children compared to control families and a greater number of closed cases for the state service-delivery system.

Effects of Behavioral Parent Training on Injury Risk Behaviors in Children

Effects of Behavioral Parent Training on Injury Risk Behaviors in Children

Parental Functioning in Families of Children With ADHD

Objective/Method: Statistically significant and clinically meaningful effects of behavioral parent training on parental functioning were examined for 20 children with ADHD and their parents who had successfully completed a psychosocial treatment for ADHD. Results/Conclusion: Findings suggest that behavioral parent training resulted in statistically significant improvements in some domains of parenting behavior for both mothers and fathers and in reductions in most domains of parenting stress for mothers. Importantly, clinically meaningful change also was noted for these parental functioning areas, as well as for other domains of parental functioning that did not result in statistically significant findings. Clinical implications are discussed.

Advancing the Assessment of Parent-Child Interactions: Development of the Parent Instruction–Giving Game with Youngsters

This study investigates the validity of the Parent Instruction–Giving Game with Youngsters (PIGGY), a newly developed direct-observation system. The PIGGY is a derivative of the Dyadic Parent-Child Interaction Coding System II [DPICS-II; Eyberg, S. M., Bessmer, J., Newcomb, K., Edwards, D., Robinson, E. (1994). Manual for the Dyadic Parent-Child Interaction Coding System-II. Social and Behavioral Sciences Documents (Ms. No. 2897)] and the Behavior Coding System [BCS; Forehand, R. L., McMahon, R. J. (1981). Helping the noncompliant child. New York: Guilford Press] and utilizes a format similar to the more structured Compliance Test [Roberts, M. W., Powers, S. W. (1988). The Compliance Test. Behavioral Assessment, 10, 375–398]. Using the PIGGY, parents provide standardized commands to their child (e.g., “Put the book on the table”). The parenting skills used to gain compliance (e.g., instruction giving, praise, discipline techniques) as well as child behavior (e.g., noncompliance) are coded on an observation form. In Study 1, 14 “noncompliant” and 14 “compliant” children and their mothers were selected based on parent report of child behavior. The PIGGY differentiated between the two groups on repeat commands, defiant child behavior, and overreactive parenting. Other forms of validity are also reported. In Study 2, the PIGGY was used to monitor the effectiveness of behavioral parent training with a mother and her 3-year-old daughter with oppositional-defiant disorder. Changes in both child and parent behavior were reflected in PIGGY scores. Overall, these studies suggest that the PIGGY may be valuable as both a screening tool and a measure of response to treatment.

Effectiveness of Behavioral Parent Training for Children With ADHD in Routine Clinical Practice: A Randomized Controlled Study

To investigate the effectiveness of behavioral parent training (BPT) as adjunct to routine clinical care (RCC). After a first phase of RCC, 94 children with attention-deficit/hyperactivity disorder (ADHD) ages 4-12, all referred to a Dutch outpatient mental health clinic, were randomly assigned to 5 months of BPT plus concurrent RCC (n = 47) or to 5 months of RCC (n = 47) alone. BPT consisted of 12 sessions in group format; RCC included family support and pharmacotherapy when appropriate. Exclusionary criteria were minimized, and children with and without medication could participate. Parent-reported behavioral problems, ADHD symptoms, internalizing problems, and parenting stress were assessed before and after treatment. Follow-up assessment of the BPT + RCC group was completed 25 weeks post-BPT intervention. Repeated-measures analyses of variance were carried out on an intention-to-treat basis. Both groups showed improvements over time on all measures. BPT + RCC was superior to RCC alone in reducing behavioral (p = .017) and internalizing (p = .042) problems. No outcome differences were found in ADHD symptoms (p = .161) and parenting stress (p = .643). These results were equal for children with and without medication. Children allocated to RCC alone received more polypharmaceutical treatment. Adjunctive BPT enhances the effectiveness of routine treatment of children with ADHD, particularly in decreasing behavioral and internalizing problems, but not in reducing ADHD symptoms or parenting stress. Furthermore, adjunctive BPT may limit the prescription of polypharmaceutical treatment.

Investigating the Effectiveness of Behavioral Parent Training With Involuntary Clients in Child Welfare Settings

Objective: Whether parents could be taught to use behavior-analytic child-management skills. Method: Eleven parents typically labeled as difficult to train participated in one of two experimental parent-training programs at child-welfare agencies within the city of Chicago. Four classes of desirable parenting skills were recorded by observers during parent-child interactions in diverse settings, and the data were analyzed in single-subject designs. Results: Training produced improvements in the parenting skills observed. Follow-up observations occurring up to 6 months after training revealed that the parents continued to use these skills, sometimes at levels better than during their training. Conclusions: Behavioral parent training is an effective strategy for teaching parents with deficient parenting skills. Recommendations for conducting parent training with this population are discussed.