Parent Training Program Research Articles

Effect of online parent training in promoting language development of children with language delay in Hubei province, China.

Training parents to implement language and communication intervention strategies is an effective approach to promote language development for children with language delay. This study introduces an online parent training program conducted in Hubei province, China, which was designed to help parents of language-delayed children with a diagnosis of autism spectrum disorder (ASD), developmental language disorder (DLD) or global developmental delay (GDD) apply language intervention strategies into daily interactions and promote their children's language development at home. The Bethel Hearing and Speaking Training Center Family Training for Early Communication & Language Development (Bethel Family Training Program, BFT) (Bethel HSTC, 2020) was designed to improve the language and communication skills for children with language delay in a naturalistic way. The caregivers (including parents, grandparents and other main caregivers) participated in an 8-h online program, including lectures on milestones in child language development, common misunderstandings of child language development, and three basic family language intervention strategies ('Looking together, playing together, and talking together') incorporating active learning through video analysis and discussion. Tongji Hospital in Hubei then continued with 3 months of online home intervention monitoring to all the caregivers via weekly online Q&As led by BFT certified speech therapists' team. The Gesell Developmental Schedules (GDS) was carried out before the online parent training program and after the 3-month online home intervention monitoring. 146 families whose children aged 12-68 months with language delay participated in the online training program. The results of the GDS assessments conducted before and after the program showed that not only did the developmental quotient (DQ) of language improve, but so did the DQ of social behaviour and adaptive behaviour (p < 0.001). There is no between-group difference in the application of three strategies between the ASD group and the DLD or GDD group (p > 0.05). Furthermore, both caregivers' ability to apply 'looking together, playing together, talking together' strategies and the effective interaction time played important roles in improving the child's language abilities. The online parent training focusing on improving daily interaction with children through speech-language stimulation strategies promoted the development of language skills. It is an economic and practical approach for children with language delay who have limited access to local language intervention programs. What is already known on the subject Parent-implemented language intervention is an effective approach at improving children's language development. Telepractice is an appropriate model of service delivery for audiologists and speech-language therapists and may be the primary mode of service delivery or may supplement in-person services. What this paper adds to the existing knowledge This paper explores the effectiveness of an online parent training program and provides new evidence that online training on language support strategies (looking together, playing together, talking together) followed by home intervention monitoring works for Mandarin-speaking children and it is equally effective for children with ASD and non-ASD diagnosis. What are the potential or actual clinical implications of this work? Developmental behavioural paediatricians and speech-language therapists in countries and areas that lack sufficient training resource for every child will have the option to deliver parent training and home intervention monitoring online, which will save time and cost considerably while offering convenience.

A mixed-methods study of parents' social connectedness in a group-based parenting program in low-income communities.

Group-based parent training (PT) is an evidence-based approach for strengthening parenting skills and reducing child behavior problems. However, there has been little research on the social connectedness (SC) formed among PT participants, particularly in low-income communities where parents may be more socially isolated. This study describes SC formed among parents in a group-based PT program implemented in their children's school and its association with changes in child behavior. Using a convergent mixed-methods design, data collection occurred between 2020 and 2022. Parents (n = 97) completed measures of their SC to other parents in their PT group and their child's behavior. Qualitative interviews with a representative subsample of parents (n = 17) were also conducted to understand parents' perceptions and experiences of SC within their PT group. Parents reported high levels of SC (M = 4.45 [range = 3.04-5 on scale of 1-5]; SD = 0.4). From baseline to postintervention, the number of children with child behavior problems significantly decreased (32.12%, 37.5% behavior intensity and problems, respectively). The magnitude of decline in child behavior problems was significantly related to parents' SC (b = -11.52, p = .02, SE = 4.99). Qualitative data confirmed high levels of SC, which parents linked to improvements in their parenting and children's behavior. Themes focused on the building of connections, committing to a safe space with parents who share similar goals, supporting one another, and gaining connections within the school environment and during the COVID-19 pandemic. Results highlight the potential synergistic effects of SC formed in the context of group-based PT with implications for strengthening parenting skills and children's well-being. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Effectiveness of Online Parent Training for Vietnamese Parents of Children with Autism Spectrum Disorders.

Parent training (PT) programs have been implemented for neurodevelopmental disorders such as autism spectrum disorder (ASD) in recent years. However, in Southeast Asia, the diffusion of rehabilitation programs for children with ASD and that of PT as a parental support measure has been slow. This study assessed the effectiveness of an online PT program that was developed in Japan and remotely delivered to Vietnamese parents of children with ASD residing in Vietnam. Sixteen parents of Vietnamese children with ASD participated in seven online Tottori University-style PT sessions. The online PT was conducted in real-time from Japan, considering the two-hour time difference between countries. Lectures and exercises were presented in Vietnamese with PowerPoint materials. Japanese staff provided explanations in Japanese, which were then simultaneously translated by a Vietnamese interpreter. Attendance, completion of homework assignments, and the number of statements on Zoom and social media were tallied. A pre-post-test design was employed to measure changes in parents' mental health factors and children's behavior. A post-intervention questionnaire was administered to assess participant's acceptance of PT. The findings showed that attendance and task completion rates were considerably high. The study found that the mental health scores of parents significantly improved after participating in online parenting training compared to before. However, there were no statistically significant improvements found in children's behavior. The study also confirmed high satisfaction with the cross-country online parenting training. This study confirmed that TUPT, developed in Japan and implemented as an online PT for parents of children with ASD living in Vietnam, was effective in improving parental mental health. The program acceptability questionnaire also showed positive results. This study is the first step in the evaluation and dissemination of Internet-based, cross-country parent training for parental support in Asia.

Effectiveness of parent training program (pre and post-association) for ADHD children in primary school Duhok city

Effectiveness of parent training program (pre and post-association) for ADHD children in primary school Duhok city

Parent Training Tailored to Parents With ADHD: Development of the Improving Parenting Skills Adult ADHD (IPSA) Program

Objective: To describe the development of the Improving Parenting Skills Adult ADHD (IPSA) parent training (PT) program, designed for parents with ADHD. Method: IPSA was developed using an iterative co-creation approach, involving parents with ADHD from the initial knowledge mobilization phase onwards. The program prototype was evaluated by 16 parents with ADHD, in an open trial of program feasibility. Results: IPSA was deemed feasible in terms of acceptability and levels of active participation, with no evidence of unintended harm. All but one participant completed the program, attending on average 84% of sessions. Pre-to-post within-group comparisons of targeted skills and outcomes revealed changes in the expected direction regarding, for example, use of introduced parenting skills (Cohen’s d = 1.3). Conclusion: The program prototype was found acceptable, accessible, and safe. Findings support the potential value of adapting PT protocols for parents with ADHD and warrant further evaluation of IPSA in a randomized controlled trial.

Systematic Literature Review of Parent-Child Interactions on Strengthening Children's Character

The research aims to analyze parent-child interactions to strengthen children's character through previous research. A thorough literature review was performed as the research methodology for this investigation (SLR). The studies included in this systematic review followed the PRISM (Preferred Reporting Items for Systematic Reviews and Metanalyses) recommendations. The research results show that parent-child interactions play a crucial role in shaping children's positive character. Findings from various articles highlight the importance of playtime with children, conversation and language, and parent training programs can improve the quality and quantity of parent-child interactions which can strengthen children's character.

Parent Training and Child Development at Low Cost? Evidence From a Randomized Field Experiment in Mexico

ABSTRACT Can at-scale, government-implemented parent training programs improve parenting practices and child development outcomes? This article presents evidence on the effects of a low-cost, group-based early childhood education program that provided parent training and direct child stimulation in rural communities, evaluated in six Mexican states. Despite limited take-up, the program had positive impacts on observed parent behaviors in its first year. An index of observed parenting behaviors increased by 0.20 standard deviations, with larger effects (0.32 standard deviations) for parents of the youngest children (ages 0–35 months). An index of impacts on child development showed no statistically significantly effects, but certain aspects of child development showed suggestive evidence of positive impacts in the first year. For both parenting practices and child development, effect sizes were smaller and not statistically significant in the second year. The fade-out of effects is consistent with existing literature on parenting programs. Impacts of the program on child development were not significantly different for girls versus boys or for younger versus older children. These results suggest that parent training can be implemented at low cost, although design changes to improve implementation and take-up would likely be needed to generate sustained impacts on parenting practices.

Group behavioral parent training in an incarcerated setting

In the correctional field, researchers have increasingly focused on interventions that will reduce recidivism rates, such as parent training programs. Due to inconsistent implementation and other factors, parent training in correctional settings have produced varying results; however, behavioral parent training programs (BPTs) have proven most effective. Despite their effectiveness, BPTs have predominantly been used with mothers, even though incarcerated men, and thus incarcerated fathers, are the majority in correctional settings. The current study examines the effectiveness of a Parent-Child Interaction Therapy-based BPT in a rural correctional setting population for both mothers and fathers, as compared to treatment as usual. Results showed that men’s and women’s experimental groups demonstrated better outcomes in knowledge of behavioral principles and treatment acceptability compared with control groups, and they also exhibited non-inferior outcomes in those same measures when comparing scores of the men’s and women’s experimental groups.

Parental Awareness Regarding Shaken Baby Syndrome and Associated Factors in Jordan

Background: Shaken Baby Syndrome (SBS) is a serious public health issue believed to result from non-accidental trauma by violently shaking the baby. Purpose: To evaluate the awareness about SBS among parents in Jordan. Risk factors associated with SBS including psychological distress and age were investigated. Methods: A descriptive questionnairebased study consisting of demographic characteristics, SBS knowledge, and parental selfreported psychological distress was conducted. The questionnaire was conducted online between September and October 2022. Descriptive analysis of frequency and percent distribution was used for demographic analysis. Contingency table (Cross Tabulation and Chi-square) along with frequency analysis was used to describe the associations among the frequency distributions of the categorical variables. Results: Over two-thirds (67.65%) of parents (a total of 306 participants) were unaware of SBS and 68.30% of them reported shaking their children. Aging was significantly associated with less SBS knowledge and more self-reported psychological distress. Self-reported psychological distress was significantly associated with increased shaking incidents (p&lt;0.05). Most parents who had shaken their children and were unaware of the syndrome reported psychological distress at an ages of 30 and above. Conclusion: A serious lack of SBS awareness exists among parents in Jordan. Parents’ characteristics including age and self-reported psychological distress are important factors to formulate a logical understanding of the SBS phenomenon. The triad of SBS knowledge, age and psychological distress should be essential components of successful educational programs. Implications for Nursing: The study supports the need for SBS interdisciplinary education and training programs for parents and professionals caring for babies in pediatrics units. Keywords: Shaken baby syndrome, Knowledge, Psychological distress, Abusive head trauma.

Adaptation of the Parents Taking Action program for Diné (Navajo) parents of children with autism

PurposeNeurodivergent children who are part of Indigenous communities in rural areas often have inequitable access to specialized services. Parent education and training programs can be used to help address these gaps in the service system. Yet few parent education and training programs exist for Indigenous parents of children with autism, including parents who identify as Diné (Navajo, meaning “The People”), the largest federated tribe in the United States. The Parents Taking Action (PTA) program is a parent education and training program delivered by community health workers that was originally developed for Latine parents of children with autism. The PTA program has been culturally adapted for other groups, and a growing evidence base exists supporting the program’s feasibility, acceptability, and efficacy. We, therefore, sought to adapt the PTA program for Diné parents.MethodsThis was a community-engaged case study on how the PTA program was adapted for Diné parents of children with autism. A community advisory board (CAB) comprised of 13 individuals including Diné parents of children with autism and professionals helped guide the adaptation process. We interviewed 15 Diné parents of a child with autism about their needs and preferences for the PTA program and used this information to adapt the PTA program. CAB workgroups used the Ecological Validity Framework to provide input on adaptations needed for the original PTA program materials. We also obtained input on the program’s adaptation from Diné communities and a PTA research collaborative.ResultsTo incorporate the CAB’s collective feedback on the PTA program adaptation, we modified terminology, visuals, and narratives. From the parent interview findings, we reduced the number of lessons and enabled community health workers to deliver lessons remotely. We further integrated feedback from the CAB workgroups in the adaptation of specific lessons. We addressed feedback from the larger community by expanding our project’s catchment area and involving additional programs.ConclusionThis case study demonstrates how an evidence-based, parent education and training program was adapted for Diné parents of children with autism. The adapted Diné PTA program is being piloted. We will continue to improve Diné PTA by using the pilot’s results and community input to inform future adaptations.

Effectiveness of mixed-mode parenting training program during the COVID-19 pandemic: A quasi-experiment study in Hong Kong

This study examined the effectiveness of a mixed-mode parenting training program in Hong Kong during the COVID-19 pandemic with a quasi-experiment. Altogether 139 parents of preschoolers (ages 3–6) participated in this study and completed the survey on Family Emotional Expressiveness, Child Behavior, Authoritative & Responsive & Negative Parenting across three time points during the lockdowns. They were cluster randomly assigned to the intervention (N1 = 69) and control groups (N2 = 70). The intervention was a 3-month mixed-mode parental training program, including 12-session videos followed by phone calls and homework assignments. The control group did not receive any parental training during the same period. The repeated ANOVA results indicated that: (1) there was a significant main effect of Time (p =.012, ηp2 = 0.045) on parents physical coercion dimension (PCD) scores and also a significant interaction effect between Time and Group (p =.042, ηp2 = 0.032), with the experimental group improved more over time; (2) there was a significant main effect of time (p =.027, ηp2 = 0.036) on parents’ verbal hostility dimension (VHD) scores, but no significant Time*Group interaction effect; (3) there was no significant Time effect in parents’ score on Negative Submissive (NS), but there was a significant interaction effect between time and group (p =.004, ηp2 = 0.054), with the experimental group reduced more than the control group. These results further provided empirical evidence to support the effectiveness of a mixed-mode parental training program in reducing negative parenting, including the negative submissive emotional expressions at home, physical coercion, and verbal hostility in interacting with preschool children at home. Implications based on social-cultural contexts are also discussed.

National training and development Curriculum: Does having access to online “Right-Time” training positively impact Foster/Adoptive Parenting?

Trauma-informed parenting is increasingly essential for children in foster care. This study evaluated survey responses from participants before and after an in-service, trauma-informed training that is accessible online in the United States. A total of 361 participants – in-service foster and adoptive parents from areas throughout the United States – completed three surveys across 1,282 training sessions that each covered one of 15 thematic areas. This within-group, cross-sectional study design assessed the caregiver competency, knowledge gain, and satisfaction (i.e., perceived usability, usefulness, amount) of participants. Results indicated that after the training, participants felt more competent in their caregiving abilities, experienced moderate gains in parenting knowledge, and were satisfied with the quality of the training. One implication of these findings is that an asynchronous, online setting can be a feasible and acceptable modality for expanding access and availability of in-service foster and adoptive parent training programs.

Is internet-based parent training for everyone? Predictors and moderators of outcomes in group vs. internet-based parent training for children with disruptive behavior problems

Parent training is an effective treatment for disruptive behavior problems in children. However, as there is limited access to traditional face-to-face treatment, other delivery formats have been evaluated. This study aims to evaluate possible predictors and moderators of outcome, completion and engagement in parent training when delivered in group or through the internet. A recent randomized controlled non-inferiority trial (N = 161) demonstrated equal effectiveness of the parent training program Comet when delivered in group (gComet) and through the internet (iComet). Demographic, clinical and theory-driven variables were studied to find predictors and moderators of treatment effect, completion and engagement. Linear mixed effects models were used to determine predictors and moderators of change in disruptive behavior from baseline to the 3- and 12-month follow-up. Most variables did not have significant predictive or moderating effects. However, there were some variables that predicted or moderated outcomes that may have implications for practice (e.g., comorbid emotional problems, preferred treatment format, and ADHD). This trial can contribute to guiding clinical work with children with disruptive behavior and results indicate that parent training in both treatment formats can be offered regardless of a range of demographic and clinical factors. Taking patients’ treatment preferences into account can increase treatment completion.

Group-based parent training programme for children with neurological conditions: a feasibility study

Objective and designThis study aimed to determine the feasibility and effectiveness of a parent training programme for parents of children with neurological conditions and behaviours that challenge.SettingChild and adolescent mental...

Improving child behavior through parent training in child welfare services: A mixed-methods study of families receiving in-home services

Behavioral parent training programs, such as Pathways Triple P (Level 5 of the Triple P parent support and training system, hereafter referred to as Pathways), have been shown to improve child behavior. However, Pathways has not been tested with a child welfare services (CWS) population. A mixed-methods, randomized control trial was conducted to examine its effectiveness with CWS-involved families. The sample included parents investigated for maltreatment whose child remained in home following the investigation. Parents were randomized into treatment (n = 57) or services-as-usual (n = 62). Regression analysis was used to test the hypotheses: (1) Parents in the treatment condition demonstrated better parenting outcomes than parents in the services-as-usual condition; and (2) Children in the treatment condition demonstrated better child behavior outcomes than children in the usual-care condition. Qualitative findings further illuminated parents’ perceptions of change in themselves and their children. Families receiving Pathways did statistically significantly better than those in the services-as-usual condition on child behavior problems, parental anger, and parenting efficacy – although effect sizes were small. Qualitative findings strongly support the quantitative findings. Pathways is a promising intervention for CWS-involved families. Efforts should be made to increase accessibility of Pathways for these particularly vulnerable families.

The effect of behavioral training program for parents on disruptive behavior among children with attention deficit hyperactivity disorder

BackgroundAttention deficit/hyperactivity disorder (ADHD) is one of the most prevalent ailments that affects both adolescents and children. Previous studies found that 40% of children with ADHD presented with disruptive behaviors, which reflect serious long-term problems associated with daily living activities. This study aimed to evaluate the effect of the behavioral parent training program on disruptive behavior among children with attention deficits hyperactivity disorder.ResultsThe current study showed significant statistical differences between the study and control groups after the behavioral training program regarding the disruptive of the children.ConclusionThe behavioral training program successfully reduced children’s disruptive behavior.

Predictors of posttraumatic growth in 475 Chinese parents of children newly diagnosed with autism spectrum disorder

PurposeTo examine the predictive effects of children's symptom severity, rumination, parental self-efficacy, and social support on posttraumatic growth (PTG) in parents of autistic children. Design and methodsParents (n = 475) completed the demographic questionnaire, Posttraumatic Growth Inventory, Autism Behavior Checklist, Event Related Rumination Inventory, Parenting Sense of Competence, and Social Support Rating Scale in a cross-sectional survey conducted in a tertiary hospital in Guangzhou, China, between September 2019 and January 2021. Multiple linear regression analyses were conducted using SPSS version 25.0. ResultsThe PTG score was positively associated with rumination (r = 0.325, P < 0.05), parental self-efficacy (r = 0.219, P < 0.05), and social support (r = 0.374, P < 0.05). Multiple linear regression analysis revealed that household income (β = 0.095, P < 0.05), intrusive rumination (β = −0.100, P < 0.05), deliberate rumination (β = 0.391, P < 0.001), subjective support (β = 0.239, P < 0.001), and children's daily living skills deficiencies as perceived by parents (β = 0.107, P < 0.05) significantly predicted PTG, accounting for 33.3% of the variance [F(P) = 13.444, P < 0.001]. ConclusionsPsychosocial factors (rumination and subjective support) are essential to facilitate PTG in parents whose children are newly diagnosed with autism. Practice and implicationsWith the consideration of different sociodemographic features, clinicians and researchers are encouraged to explore cognitive-based psychosocial interventions targeting parents' psychological growth and parenting training programs targeting autistic children's self-care ability.

A Literature Review of Digital Behavioral Parent Training Programs for Parents of Adolescents.

Parents of adolescents are faced with a variety of challenges related to their children's behavior and development. Behavioral parent training (BPT) programs may be effective strategies to mitigate adverse childhood experiences (ACEs) and other common behavioral problems in the adolescent period. Adolescence is the period following the onset of puberty and describes the transition from childhood to adulthood. Digital BPTs, including those delivered via the internet, downloaded digital content, text message, tablet, and video call, may present a unique opportunity to reach a broad audience of parents of adolescents by removing barriers to program accessibility (e.g., cost and transportation). We conducted a literature review to synthesize the existing evidence on digital BPTs for parents of adolescents. We described the digital BPTs, study designs, and evaluation and feasibility outcomes. A structured literature search identified studies meeting the following criteria for inclusion: (a) published between January 2000 and October 2022, (b) peer-reviewed, (c) available in English language, (d) study included a description of a digital BPT methodological approach, (e) study had to identify at least one parent or child behavioral outcome (e.g., parent-reported communication with their child) or feasibility outcome associated with the digital BPT, and (f) study included parents of adolescents aged 10-18years. We extracted data on the characteristics of the study and demographic characteristics of participants, digital BPT, and evaluation and feasibility outcomes. Twenty-eight studies met inclusion criteria. Twenty-two unique digital BPTs were evaluated across the published studies. Thirteen digital BPTs (59.1%) were developed from or grounded by an identified theory. Six digital BPTs were freely accessible by the public, while the remaining 16 were available through study participation or purchase. One digital BPT was specifically tailored to parents of adolescents of a racial/ethnic minority group. Of the 16 studies that reported either parent or adolescent race/ethnicity, 10 consisted of more than 50% White parent or adolescent participants. Twenty-four (88.9%) studies provided evaluation data for the digital BPT. Fourteen studies (63.6%) employed a randomized control trial study design, and the remaining study designs included quasi-experimental (n = 2), mixed methods (n = 1), open trial (n = 3), case study (n = 1), pretest-posttest design (n = 1), and feasibility and acceptability trial (n = 2). All studies reported improvements in at least one parent-reported or adolescent-reported behavioral outcome or feasibility outcomes, with effect sizes (Cohen's d) ranging from small (e.g., 0.20-0.49) to very large (e.g., > 1.20). The findings of this review illustrate that technology may be a valuable way to deliver BPTs to parents of adolescents. However, few digital BPTs were developed for parents of adolescents from racial/ethnic minority groups, and many digital BPTs were not available without cost or participation in a research study. Considerations for future research are discussed.

Developing the Technology-based Parenting Young Children Check-Up Intervention for Disruptive Behavior Problems Identified in Pediatric Primary Care.

Behavioral parent training programs show clear efficacy and 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 designed to overcome these barriers and increase the reach of behavioral parent training. Developed for use in pediatric health care, the PYCC includes three components: 1) an initial check-up designed to motivate program involvement; 2) text messages to connect parents with program content and reinforce content; and 3) a parent training website involving video-based content to teach parenting skills. This report details initial steps to refine PYCC intervention components. Seventeen mothers and 17 primary care physicians participated in this mixed methods data collection across three iterations by providing feedback on early drafts of the three components of the PYCC and completing a feedback questionnaire. Feedback from one iteration informed modifications that were then evaluated in subsequent iterations. Saturation of qualitative input, positive qualitative feedback, and positive quantitative ratings on the feedback questionnaire was achieved in iteration three. Outcomes of this investigation informed the full version of the PYCC that will subsequently be tested in a proof-of-concept trial. Several barriers limit the reach of parenting skills programs that reduce child problem behavior. We gathered feedback from parents and physicians to refine a parenting program that uses technology and delivery in pediatrics to overcome barriers. Future testing of the program will further inform implementation in pediatric settings.

The impact of therapeutic persuasiveness on engagement and outcomes in unguided interventions: A randomized pilot trial of a digital parent training program for child behavior problems

Understanding how to design engaging unguided digital health interventions is key in our ability to utilize digital tools to improve access to care. Therapeutic persuasiveness (TP) is a design concept that relates to how the digital intervention features as a whole should be designed to encourage users to make positive changes in their lives, while reducing the experienced effort required from them to engage in these activities. In our previous work, we examined the user traffic of publicly available programs, finding programs' TP quality to be a reliable, robust, and stable predictor of real-world usage; however, these findings have not been subject to experimental manipulation in a controlled trial. The current study examined the impact of TP quality in digital parent training programs (DPTs) aimed at treating child's behavior problems. We conducted a pilot randomized controlled trial comparing two interventions that utilize the same evidence-based content of established DPTs, but that differ in terms of the quality of TP (standard: DPT-STD; enhanced: DPT-TP). Altogether, parents from 88 families who have a child with behavior problems were enrolled in the study. Compared to DPT-STD (n = 43), participants allocated to DPT-TP (n = 45) used the program significantly more (ps < 0.001; Cohen's ds = 0.91–2.22). In terms of program completion, 68.9 % of DPT-TP participants completed it compared to 27.9 % of DPT-STD participants. Significant differences between the interventions were also found in reported improvements in child behavior problems favoring DPT-TP (ps < 0.05; Cohen's ds = 0.43–0.54). The results point to the importance of adequate product design and the utilization of conceptual frameworks in order to improve user engagement challenges.