Parent Training Courses Research Articles

Pilot Study of an Online Parent-Training Course for Disruptive Behavior with Live Remote Coaching for Practitioners.

Many clinicians find it challenging to obtain training in evidence-based interventions, including behavioral parent training, which is considered the front-line treatment for children with disruptive behaviors (Chacko et al., 2017). Workshops, ongoing consultation, and feedback provided in person are effective, yet are rarely feasible for clinicians in the field (Fixsen, Blase, Duda, Naoom, & Van Dyke, 2010). The purpose of the present study was to conduct a preliminary assessment of an online tutorial combined with live remote coaching for training mental health professionals in behavioral parent training. Participants in this pretest-posttest open trial were 22 clinicians and graduate students (73% female) from around the United States. The web platform operated successfully, and clinicians found the training to be highly satisfactory. Compared to pre-training, participants demonstrated large improvements in knowledge about disruptive behavior and behavioral parent training and performed significantly better on demonstrations of skill in administering behavioral parent-training components. An online course combined with live remote coaching is a promising methodology for significantly increasing the number of clinicians trained in evidence-based interventions for disruptive behavior in children. Next steps for evaluation and expansion of this training model are discussed.

Supplemental Material for Pilot Study of an Online Parent-Training Course for Disruptive Behavior With Live Remote Coaching for Practitioners

Supplemental Material for Pilot Study of an Online Parent-Training Course for Disruptive Behavior With Live Remote Coaching for Practitioners

Competent parents with natural children: Parent and child identities in manual-based parenting courses in Sweden

This article analyses identity constructions in two manual-based universal parenting training programmes in Sweden, Connect (U) and All Children in Focus (ABC). The analysis was performed with discourse analysis of oral messages during parent training courses. The findings revealed that the parents’ subject positions altered between troubled and good while the children’s subject positions altered between ambiguous and natural in a confessional discourse of uncertainty and competence. Conclusively, pastoral power operated to support parental self-reflexivity and adult control in a process to improve parenting skills.

Parent-led Articulation Therapy in Cleft Palate Speech: A Feasibility Study

Objective: To test the feasibility of trained parents undertaking cleftrelated articulation therapy, supervised by a Specialist Speech & Language Therapist using Connected Health, with a view to a full trial. Method: There were five components: (1) to identify the number of 3âĂŠ4-year-olds who could potentially benefit from this programme, through reviewing the charts of children with cleft palate in one cleft centre; (2) to develop an appropriate speech assessment protocol identifying the primary and secondary outcome measures; (3) to evaluate Connected Health for interacting with children and parents; (4) to develop the parent-training course; and (5) to test the feasibility of the parent training and implementation of the intervention programme with four parent/child diads. Main results: Approximately 25% of 3-year-olds might be eligible. The assessment protocol was largely successful, with minor adaptations recommended. Audio/video quality, using FaceTime, was reported as good most of the time by parents and the SLT. The parents showed evidence of learning from the 2-day parent training course. Post-intervention assessments indicated that all four children showed progress. Conclusions: Results indicated that PLAT should be evaluated in a randomized controlled trial, with adaptations to the age range, inclusion/exclusion criteria and parental support.

Training Parents to Promote Communication and Social Behavior in Children with Autism: The Son-Rise Program

The Son-Rise Program is an intensive, child-centered approach to treatment of autism, incorporating strategies to promote child-initiated social interactions. Parent training is an important element of the treatment program, which is intended to be implemented in long-term home-based programs. In the present study, parents of children with autism who participated in two five-day parent-training courses in Son-Rise Program intervention (separated by several months) completed questionnaires and the Autism Treatment Evaluation Checklist prior to each course. Changes in scores were examined for parents who reported implementing (1) no treatment, (2) low intensity treatment, or (3) high intensity treatment in their homes in the interval between courses. Parents who administered Son-Rise Program intervention reported improvements in communication, sociability, and sensory and cognitive awareness in their children, with greater gains associated with greater hours of treatment per week. This study represents a first step in examining the effects of home-based Son-Rise Programs for children with autism.

Positive parenting: a randomised controlled trial evaluation of the Parents Plus Adolescent Programme in schools.

BackgroundThe aim of this study was to evaluate the Parents Plus Adolescents Programme (PPAP)—a parent training course specifically targeting parents of young adolescents (aged 11–16 years)—when delivered as a preventative programme in community school settings.MethodsA sample of 126 parents (mean age of children = 12.34 years; range = 10–16 years) were randomly assigned to either a treatment (PPAP; n = 82) or a waiting-list control condition (WC; n = 44). Analyses are based on a study-completer sample post-treatment (n = 109 parents: PPAP n = 70; WC n = 39) and sample at 6 month follow up (n = 42 parents).ResultsBoth post-treatment (between groups) and 6-month follow-up comparisons of study completers (within PPAP group) revealed significant positive effects of the parenting intervention with respect to adolescent behaviour problems and parenting stress. The post treatment comparisons demonstrated large effect sizes on global measures of child difficulties (partial eta squared = 0.15) and self-reported parent stress (partial eta squared = 0.22); there was a moderate effect size on the self-reported parent satisfaction (partial eta squared = 0.13).ConclusionsThis study provides preliminary evidence that PPAP may be an effective model of parent-training implemented in a community-based setting. The strengths and limitations of the study are discussed.

Brief approaches to developmental-behavioral promotion in primary care: updates on methods and technology.

Well-child visits are a critical opportunity to promote learning and development, encourage positive parenting practices, help children acquire behavioral self-control, enhance the development and well-being of children and their families, identify problems not amenable to brief in-office counseling, and refer for services when needed. This article outlines the communication skills, instructional methods, and resource options that enable clinicians to best assist families. Also covered is how to monitor progress and outcomes. A total of 239 articles and 52 Web sites on parent/patient education were reviewed for this study. Providers require a veritable armamentarium of instructional methods. Skills in nonverbal and verbal communication are needed to elicit the parent/patient agenda, winnow topics to a manageable subset, and create the "teachable moment." Verbal suggestions, with or without standardized spoken instructions, are useful for conveying simple messages. However, for complex issues, such as discipline, it is necessary to use a combination of verbal advice, written information, and "teach-back," aided by role-playing/modeling or multimedia approaches. Selecting the approaches most likely to be effective depends on the topic and family characteristics (eg, parental literacy and language skills, family psychosocial risk and resilience factors, children's developmental-behavioral status). When providers collaborate well (with parents, patients, and other service providers) and select appropriate educational methods, families are better able to act on advice, leading to improvements in children's well-being, health, and developmental-behavioral outcomes. Provided are descriptions of methods, links to parenting resources such as cell phone applications, Web sites (in multiple languages), interactive technology, and parent training courses.

Relationship focused parent training within a dialectical framework: A case study

There are significant limitations to traditional behavioural parent training programmes and research indicates that interventions which incorporate relationship factors show superior results. Bidirectional models of the parent-child relationship provide an initial step for informing the field of parent training but more comprehensive models are required and using a dialectical framework is proposed. The current case study describes a programme that provided a five-week parent training course, with the core concept being finding and maintaining balance in the parent-child relationship. Results indicated that while two mothers with their three- and four- year-old child showed different responses to the therapy, they both reported an improvement in relationship factors. It is proposed that this is one of the necessary precursors to behavioural change. Limitations and suggestions for further research are discussed.

Toward Solution Groupwork: Brief Solution-Focused Ideas in Group Parent Training

This article considers how the Solution-Focused (SF) model, as developed by de Shazer and Berg, may be applied in facilitating groupwork. We look at our use of the model in facilitating a series of parent training courses, in a child psychiatric setting based on the Webster-Stratton program. This is a structured program that uses video vignettes to model parenting techniques, drawn mainly from a behavioral/social learning model. We detail how solution focused ideas have informed our group process within this model. The article concludes that the Solution-Focused approach can be readily applied in a groupwork educational setting such as parent training, and can be used in combination with other therapeutic models.

Maternal attachment status, psychosocial stressors and problem behaviour: follow-up after parent training courses for conduct disorder.

37 Mothers of children with conduct disorder who had received Parent Management Training (PMT) were interviewed using the Adult Attachment Interview, 13-43 months after treatment. Child behaviour levels at follow-up were strongly associated with the scores at referral in the unresolved attachment group, but not in the resolved group. This was reflected in a statistical interaction between referral behaviour score and resolved/unresolved attachment status in a regression model. This model, which also included a strong independent contribution from a composite psychological stress index, explained 66% of the variance in follow-up behaviour scores. The implications of these results for predicting the outcome of PMT are discussed.

Relative Effectiveness of Two Behavioral Parent Training Programs

Provided one of two behavioral parent training courses to 22 middle socioeconomic status (SES) and 18 lower SES mothers of 3- to 8-year-olds presenting problems in behavior management. Approximately half the mothers were taught using modeling and role playing, whereas the others were taught through readings, brief review tests, and discussions. Middle-SES mothers reported significantly greater child behavior change from pretraining to posttraining than did lower SES mothers. During structured observation, lower SES mothers in the modeling and role-playing condition used the skills they had been taught significantly more often than did lower SES mothers in the reading and discussion condition.

Legal Aspects of Parenthood for Mentally Retarded Persons

Many mentally retarded people want to marry and have children. However, unsupported assumptions about their fitness for parenthood, and prejudicial attitudes, have caused them to be denied these activities. Research shows that some retarded persons make good parents, particularly with the aid of parent training courses and early stimulation programs for their children. Unfortunately, these supports are not widely available. Equal treatment of mentally handicapped parents under child protection laws will require reforms in law and in practices of children's services agencies. Recommendations are made to ensure that the option of keeping the family together is fully considered.

Parent Training:

Although standardized behavioral parent training programs are generally effective, some families do not derive clinically meaningful benefits. This paper reports the results of a school-based remedial program aimed at increasing the programming knowledge and teaching skills of such nonproficient families. Participants were 16 parents who had completed a standardized parent training course but had not met the program's criteria for proficiency. Nine parents received additional action-oriented parent training in conjunction with a 3-week Mini-Camp education program for their retarded children. Seven parents comprised a comparison group. Mini-Camp parents demonstrated significant improvement in knowledge and skills relative to their own performance following standardized training and relative to the performance of comparison group parents. The feasibility of incorporating components of the Mini-Camp training program into ongoing educational programs for retarded children is discussed.

An approach to parent training for high school students

Abstract The present study was an evaluation of the effectiveness of a combined behavioral-reflective parent-training program with high school seniors. Twenty-four high school seniors were randomly assigned to either a nineweek parent-training course or a waiting list control group. Lectures, films, class discussions, role-playing exercises and examinations were used to teach concepts of behavioral and reflective child rearing. Analysis of achievement tests and written and role-played analogue assessment measures indicated that the parent-training course produced significant increments in behavioral and reflective parenting skills. The results were discussed in the context of teenager's developmental readiness to cope with the tasks of parenthood.