Parental Attendance Research Articles

Parental attendance in two early-childhood training programmes to improve nurturing care: A randomized controlled trial.

Parent training programmes have significant potential to improve the quality of children's early environments and thereby their development and life-course outcomes. The aim of this study was to identify and explain the extent to which parents engaged in two group-based training programmes, offered to high-risk families enrolled in a randomized controlled trial study called PIÁ in Southern Brazil. The programmes were: (1) ACT: Raising Safe Kids, a 9-week programme aiming to reduce harsh parenting and maltreatment and improve positive parenting practices; (2) Dialogic book-sharing (DBS), an 8-week programme aiming to promote parental sensitivity and improve child cognitive development and social understanding. Of the 123 mothers randomly allocated to the ACT programme, 64.2% (n=79) completed the course, and of 124 mothers allocated to DBS, 76.6% (n=95) completed the course. After the interventions, mothers were very positive about the experience of both programmes but highlighted practical difficulties in attending. In adjusted regression analyses, only two variables significantly predicted ACT course completion (maternal age and distance between the intervention site and household); no significant predictor was found for DBS attendance. We conclude that although high completion rates are possible, there are important challenges to engaging parents of young children in training programmes, and practical difficulties occurring during training courses may be more important for attendance than baseline participant characteristics.

Impact of Therapist Training on Parent Attendance in Mental Health Services for Children with ASD

ABSTRACT Objective The current study explored the impact of training therapists in a mental health intervention for children with autism spectrum disorder (ASD) on parent attendance in their children’s therapy sessions. We also examined family, therapist, and program factors as potential moderators. Method Data were drawn from a cluster-randomized community effectiveness trial of “An Individualized Mental Health Intervention for ASD (AIM HI)”. Participants included 168 therapists yoked with 189 children recruited from publicly-funded mental health services. Data included family (caregiver strain, parent sense of competence, race/ethnicity), therapist (background, experience), and program (service setting) characteristics, and parent session attendance. Multilevel models were used to evaluate the effectiveness of AIM HI therapist training on caregiver attendance and identify moderators of training effects on parent attendance. Results Parents attended a higher percentage of sessions in the AIM HI training condition compared to the Usual Care condition. Program service setting moderated the effect of AIM HI training, with higher parent attendance in non-school (mostly outpatient) settings compared to school settings and a significantly smaller difference between the settings in the AIM HI condition. Conclusions Effective strategies to promote parent engagement, especially in service settings such as schools, are warranted. Findings support the effectiveness of AIM HI training in promoting parent attendance across multiple publicly-funded mental health service settings. The larger effect in school-based programs supports the utility of training in evidence-based interventions such as AIM HI to increase the feasibility of parent attendance in such services.

Familial Factors Associating with Youth Physical Activity Using a National Sample.

The purpose of this study was to examine the associations of familial and child-related factors with reported child physical activity using a representative sample of US children and adolescents. Data were analyzed from the combined 2017–2018 National Survey of Children’s Health. Household addresses were randomly selected within each US state. One parent within each household answered health and wellness questions pertaining to one randomly selected child (n = 37,392; 48.8% female; 6–17 years old). Weighted logistic regression models examined the independent and joint associations between family-level and child-level factors with a child meeting the 60 min of physical activity per day guideline. After controlling for confounders, higher levels of family resilience (odds ratio (OR) = 2.17; 95% confidence interval (CI): 1.35–3.49, p = 0.001), high event attendance (OR = 1.65; 95%CI: 1.18–2.31, p = 0.004), and high family income (OR = 1.84, 95%CI: 1.34–2.52, p < 0.001) significantly associated with higher odds of a child meeting the 60 min of physical activity per day guideline. Family generational status and adult education significantly modified the association between family resilience and child physical activity. Programs that develop family resilience and encourage parental attendance for their child’s events or activities may positively influence a child’s physical activity behaviors. Expanded or enhanced programming may be needed for lower income families.

Influence of pre-schooler and parent nutrition education on carotenoid levels of Mexican-heritage children.

To determine the mediating effect of direct preschool and parent nutrition education on changes in skin carotenoids scores over 2 years in children of Mexican heritage. In a quasi-experimental, community-based study, two school districts were randomly assigned to either a comparison group (parent workshops unrelated to nutrition) or a childhood obesity prevention intervention group which included nutrition education at family nights for parents and at school for children. Changes in skin carotenoid intensity scores (diffCAROT, year 2015 minus 2013) were measured in children as a proxy for fruit and vegetable consumption using Resonance Raman Spectroscopy. Two rural, low-income, school districts from a county in California's Central Valley. 316 Mexican heritage families with children aged 3-8 years. Intervention group children improved over 2 years in skin carotenoid scores relative to comparison group children (diffCAROT mean +1419 (sd 9540) v. -3473 (sd 9272), P = 0·0001). Parent attendance at nutrition education classes partially mediated the intervention effect on diffCAROT (P = 0·02). Controlling for child's age and other covariates, participation in preschool during the study had a significant positive effect on diffCAROT among intervention children compared with controls (P < 0·03), whereas no significant difference by group was observed among those not enrolled in preschool or already enrolled in elementary school. Programmes that combine direct parent and preschool nutrition education may be effective in low-income Mexican heritage families to improve children's intake of fruit and vegetables.

Can Court Diversion Improve School Attendance among Elementary Students? Evidence from Five School Districts

We examined the effect on attendance of a truancy court-diversion program for elementary students. Truancy court-diversion programs represent a shift from a law-and-order approach toward a public health model to address school absenteeism. Instead of directly referring parents of truant elementary students to child protection services or juvenile court, most court-diversion programs educate parents about the importance of school attendance and create an attendance contract that includes social service referrals. Despite being widely implemented, truancy court-diversion models have not been rigorously evaluated. Using 10 years of administrative data from multiple state and local agencies from Minnesota, we constructed a counterfactual of students from schools that did not implement truancy court-diversion. We used difference-in-differences methods to test whether parent education and attendance contracts improved attendance relative to direct referral to child protection services or court. We failed to reject the null hypothesis of no program effect. Most truancy program evaluations use a pre- and post-mean comparison, but our analysis suggested that the magnitude of the bias in such studies is substantial because absenteeism showed a pattern of regression to the mean.

Parent Attendance in a Family-Based Preventive Intervention Delivered in Latin America and the United States.

In Latin America, there is an increasing interest in the implementation and dissemination of evidence-based, family-centered interventions to prevent youth behavioral problems. While families' participation in interventions is integral to achieving the interventions' desired impact, little is known about what predicts Latin American families' attendance. The current study provides a unique opportunity to explore the participation of families living in the United States, Ecuador, and Chile in an evidence-based intervention, Familias Unidas. We tested for differences in attendance rates, family functioning variables, and adolescent behavioral problem variables, then applied a hierarchical multiple regression to (a) identify which variables significantly predicted program attendance and (b) assess whether the country in which the intervention was implemented in moderated the relationship between predictors and program attendance. On average, Chilean and Ecuadorian parents were more engaged and attended more sessions than parents living in the United States. Across samples, there was significant differences in family functioning and adolescent behavioral problem variables. However, effective parent-adolescent communication was the only significant predictor of lower program attendance. A significant interaction effect revealed that even though Chilean parents had high parent-adolescent communication, they were more likely to attend sessions, compared to parents living in the United States. We highlight the promise of engaging and retaining families, across U.S. and Latin American samples, into a culturally syntonic, family-based intervention, and discuss potential explanations for success in Chile and Ecuador. Researchers interested in implementing interventions in Latin America could utilize these findings to better target participants and intervention efforts.

An Exploratory Study to Determine the Potential Impact of Parental Attendance at WW on Weight and Behavioural Outcomes in Children: WWChild

An Exploratory Study to Determine the Potential Impact of Parental Attendance at WW on Weight and Behavioural Outcomes in Children: WWChild

Familial Attendance at Indian Residential School and Subsequent Involvement in the Child Welfare System Among Indigenous Adults Born During the Sixties Scoop Era

The health and wellness of Indigenous peoples continue to be impacted by the harmful colonization practices enforced by the Government of Canada. While the long-term health impacts of the Indian Residential School (IRS) system are documented, empirical evidence elucidating the relationship between the IRSs and the risk of offspring experiencing other collective childhood traumas, such as the Sixties Scoop (1950-1990) and the inequities within the child welfare system (CWS), is needed. Through an online study, we explored the links between familial (parents/grandparents) IRS attendance and subsequent involvement in the CWS in a non-representative sample of Indigenous adults in Canada born during the Sixties Scoop era. The final sample comprised 433 adults who self-identified as Status First Nation (52.2%), non-Status First Nation (23.6%), and Métis (24.2%). The study found that adults with a parent who attended IRS were more likely to have spent time in foster care or in a group home during the Sixties Scoop era. They were also more likely to have grown up in a household in which someone used alcohol or other drugs, had a mental illness or a previous suicide attempt, had spent time in prison, had lower mean levels of general household stability, and tended to have lower household economic stability. Moreover, the relationship between parental IRS attendance and foster care was explained, in part (i.e., mediated) by a higher childhood household adversity score. These findings highlight that the intergenerational cycles of household risk introduced by the IRS system contribute to the cycles of childhood adversity and increased risk of spending time within the CWS in Canada. This is the first study among Indigenous adults from across Canada to demonstrate quantitatively that being affected by the CWS during the Sixties Scoop era is linked to intergenerational cycles of risk associated with the IRS system.

Parents want to attend pediatric fracture reductions.

Pediatric fracture reductions can create anxiety for the child and parent. While cross-cultural evidence supports parental presence during some pediatric procedures, no study addresses parental presence during fracture reductions. This study investigates parent experiences during their child's reduction and provides guidance regarding parental attendance during fracture reductions. Sixty consecutive parents were retrospectively surveyed about their experience during their child's fracture reduction. Parents were grouped according to presence or absence during the reduction and were compared. Forty parents attended the reduction and 20 parents were absent. All parents attending the reduction were satisfied with their experience. Thirty-nine parents (98%) believed their presence was helpful for their child and 36 (90%) believed it was personally helpful. Of the 20 absent parents, four (20%) were dissatisfied with their experience, five (25%) believed it was personally harmful, and two (10%) thought it was harmful to their child. All parents reporting negative experiences were prohibited from attending the reduction. When deciding about parental presence during reductions, 55 (92%) parents wanted to be included in this process. Overall, 47 parents (78%) wanted to attend the reduction and 52 (87%) would prefer to attend a future reduction. Most parents prefer to attend their child's fracture reduction and believe their presence is helpful personally and for their child. Parents in attendance report a positive experience, while parents prohibited from attending report dissatisfaction with the experience and believe their absence is harmful to themselves and their children. It is recommended that healthcare workers consider parental attendance during pediatric reductions.

The effects of college savings on college enrollment and the mediating role of parental expectations and discussions about college among students from low-income households

Given the high college costs and inadequate financial aid available to students today, college savings are a promising strategy to pay for higher education. This study is designed to test the effect of parents’ savings for college on their children’s two-year or four-year college enrollment among students from families with low incomes, hypothesizing the statistically significant and positive association between college savings and college attendance. In addition, this study pays special attention to the mediating role between college savings and college attendance of parents’ college expectations and discussions about college plans with their children. This study utilizes the Education Longitudinal Study (2002/06) with families with household incomes at or below 185 percent of federal poverty guidelines (FPL). Since the outcome variable, two-year or four-year college attendance, is polytomous, multinomial logistic regression analyses were used. To test mediation effects, both the Baron and Kenny approach and multiple mediation bootstrapping were employed. Results of this study suggest college savings are significantly associated with parental college expectations, parent-child discussions about college, and two-year college attendance. Both parental expectations and discussions about attending college mediate the relationship between college savings and college attendance. Implications for policy and practice are discussed.

Parental Credit Constraints and Child College Attendance

Parents in the United States frequently supplement the student loans available to their children by cosigning on a loan, borrowing against their home equity, or with unsecured debt in their own names. This paper investigates whether some students are constrained from attending and completing college by their parents’ lack of access to credit markets by linking individual parental credit scores to their children's educational attainment. I find that good parental credit significantly improves the child's probability of attending college. Suggestive evidence is provided that the estimated relationship may be causal and not biased by omitted factors, such as unobserved ability or other personality characteristics.

The effect of parental residential school attendance and parental involvement on Indigenous youth’s participation in sport and physical activity during school

Introduction: The objective of this study was to assess the effect of parental residential school attendance on youth's participation in sport and physical activity (S/PA) at school and to explore the potential role that parental education and parental involvement in school activities may play in mediating this relationship.&#x0D; Methods: This cross-sectional study used the 2012 Aboriginal Peoples Survey and included youth ages 12-17 (N=4,840). Structural equation modeling techniques were used for models with observed and latent variables. Sampling weights and bootstrap weights were used for all analyses.&#x0D; Results: The results indicate 62.87% of youth participated in S/PA; 27.54% at school; 31.52% outside of school, and 40.94% in school and outside school. Mothers who attended residential schools had lower levels of educational attainment. Maternal education had a positive effect on parental involvement in school activities in dual parent households and parental involvement had a positive effect on S/PA. The indirect effects of residential school attendance on parental involvement and participation in S/PA were significant only for youth living with both parents and only for the effect of maternal residential school attendance. Maternal residential school attendance had a negative effect on parental involvement and on participation in S/PA.&#x0D; Discussion: The findings from this study indicate that interpersonal factors and historical contexts shape Indigenous youth's participation in S/PA.

Exceptional preservation of a Late Cretaceous dinosaur nesting site from Mongolia reveals colonial nesting behavior in a non-avian theropod

Abstract Colonial nesting behavior has been inferred in a variety of non-avian dinosaurs based on high concentrations of nests preserved in an area, but sedimentologic and taphonomic evidence demonstrating the contemporaneity of the nests is often lacking. A new nesting site discovered in the Upper Cretaceous Javkhlant Formation of the eastern Gobi Desert, Mongolia, preserves at least 15 egg clutches laid by a probable non-avian theropod, and provides strong evidence for colonial nesting in a non-avian dinosaur. The occurrence of the clutches at the top of a common paleosurface, the distribution of eggshell fragments within clutches, the presence of a consistent two-layer sediment infill within eggs, and a thin marker lithologic unit blanketing all the clutches indicate the clutches were laid and hatched in a single nesting season. Despite the absence of sedimentologic evidence indicative of nest structure, statistical analyses of egg characteristics and facies association reveal the clutches were likely incubated in covered or buried nests. Based on the number of hatched clutches, the hatching success rate of the colony was high (60%), similar to that of extant crocodylian populations and bird species that attend and/or protect their nests during the incubation period, which indicates nest attendance behavior in the Javkhlant theropods. Thus, colonial nesting with parental attendance, widespread in extant birds, likely evolved initially among non-brooding, non-avian dinosaurs to increase nesting success.

RUBI parent training as a group intervention for children with autism: A community pilot study

BackgroundChildren with autism spectrum disorder (ASD) frequently present with co-occurring problem behaviors that interfere with daily living skills and educational placement. The Research Units in Behavioral Intervention (RUBI) parent training manualized intervention was developed as a stand-alone intervention for problem behavior in children with ASD. Group-based parent training options are a low-cost alternative that allow providers to simultaneously serve multiple clients. Currently, no community feasibility studies exist examining the RUBI Parent Training program when delivered as a group intervention. MethodThis study sought to provide preliminary evidence supporting the use of the RUBI Parent Training program as a group intervention. The manualized RUBI Parent Training intervention was delivered to four small groups of caregivers (N = 11) of children (M age = 4.82 years) with ASD. Feasibility data were collected on treatment acceptability, fidelity, and effectiveness. Exploratory treatment effectiveness was evaluated through structured observations of child compliance and parent-report of child problem behavior. ResultsOverall, the group-implemented RUBI Parent Training program was found to be feasible as demonstrated by high levels of parent acceptableness, attendance, and treatment fidelity. Additionally, the majority of the children demonstrated improvements in problem behavior. ConclusionsThe current findings provide initial support for the delivery of the RUBI Parent Training in a group of parents. This could provide a cost-effective alternative for the treatment of problem behavior in children with ASD.

The Role of Parent’s Participation in Sports on Change in Exercise Level: A Cross-Cultural Comparison

Abstract The family, which is one of the smallest units of the society, has the most important effect on a child’s life. It is known that parents are the initial examples for the child in many ways. This study primarily aims to compare the sports sciences students in Turkey and the United Kingdom in terms of their parents’ participation in sports. The sample consisted of 390 sports sciences students (201 in the UK and 189 in Turkey). The study was conducted with the cross-sectional screening model. The data were collected by the Exercise Stages of Change Questionnaire (ESOCQ) and analysed by Chi-Squared (χ2) test. Within the scope of the study, it was found that the sports sciences students in both countries were rather at the active stage of exercise stages of change in both countries, but the ratio of the students who actively participated in exercise in the UK was higher. The observations from the passive and preparation stages of the participation in exercises were examined and the frequency of the students in Turkey was higher compared to those in the UK. The rates of parent attendance in sports were also higher in the UK, and the active stage was on for the majority of these students from the exercise stages of change. In Turkey, the students whose parents do not attend sports have higher rates than those of the attending parents. In consideration of the sportive achievements, it is quite obvious that it is not enough simply to offer choices to children. Beyond that, another approach is required. The leading action to take can be participating in sports by themselves to become a model for their kids. Accordingly, it is essential that parents should be seen as a social support that may help them develop some new attitudes towards sports at their developmental ages.

PARENTAL BEHAVIOR AND ATTENDANCE PATTERNS OF NESTING WHITE-TIPPED DOVES (LEPTOTILA VERREAUXI) IN THE LOWER RIO GRANDE VALLEY OF TEXAS

Recent technological developments in video surveillance help shed light on the behavior and ecology of nesting birds. There is little information regarding breeding ecology of white-tipped doves (Leptotilaverreauxi), an elusive gamebird in southern Texas. Our objective was to describe parental attendance during the nesting season. We located nests in citrus groves and remnant woodlands. We used video camera systems to monitor parental behavior at the nest. We sampled video to establish time budgets for 13 nests, including 9 that reached the nestling stage. White-tipped doves take part in continual nest attendance, except for brief periods when the parents switch nesting duties. Female white-tipped doves attend the nest during the night and into the morning hours, when the male relieves her. The female forages throughout the day and returns in the evening, trading places with the male. White-tipped dove parental behavior was consistent with other columbid species.

Research to Practice: Implementation of Family School Success for Parents of Children With ADHD

“Family-School Success” (FSS) is an efficacious intervention improving the home and school functioning of children with ADHD in grades 2–6. An extension of this intervention designed for a younger population also showed positive effects for kindergarten and first grade students in a pilot study. Following the completion of these trials, FSS was implemented in a fee-for-service tertiary care ADHD center. The implementation process included adapting the manual and treatment procedures to be feasible outside the structure and support of a federally funded randomized control trial (RCT). The current study examines the process of adapting the treatment protocol and examines the acceptability and effectiveness of the adapted FSS, as well as predictors of family treatment response including parent engagement in treatment (as measured by attendance and homework adherence). A case study illustrates the adaptations to the intervention and its implementation in the clinic-based setting. In line with findings from clinical trials, families reported high satisfaction with the adapted FSS intervention and showed significant improvement in parental self-efficacy, child academic homework performance, and reduction in child impairment. Additionally, as in the initial FSS RCT, parental attendance in the adapted FSS program predicted child attention to academic homework, controlling for parental adherence to between-session homework. Furthermore, controlling for attendance at FSS sessions, parent adherence to between-session homework assignments predicted improvements in parent self-efficacy as well as child’s homework productivity. These results replicate those of the original RCT and confirm that both session attendance and between-session homework completed are important for improvement during the program. Overall, this study provides support for the acceptability and effectiveness of this treatment model and suggests that future work toward dissemination to community-based settings would be worthwhile.

Christian ethos secondary schools, parental church attendance and student attitude towards Christianity: exploring connections in England and Wales

ABSTRACT This study employs multi-level linear statistical modelling to examine the power of school-level and individual-level factors to predict individual differences in scores recorded on the Francis Scale of Attitude toward Christianity by 6,036 students (who self-identified as either Christian or no religion) in year-seven, year-eight, year-nine, year-ten, and year-eleven classes within 10 Christian ethos secondary schools. The data demonstrate the complex relationships between school admission policies, parental church attendance (PCA), and the students’ age and sex. Overall PCA emerges as a decisive factor in promoting a positive attitude toward Christianity among students. Christian ethos schools may wish to give greater attention to the importance of parental religiosity in maintaining the Christian ethos of these schools.

A pilot study to improve sugar and water consumption in Maltese school children.

Excessive sugar consumption remains implicated as one of the key dietary factors that has been linked to overweight and obesity in children. Schools have been identified as an important setting for health promotion interventions in children and can be successful in bringing about dietary behavioral change when well designed. The main aim of the study was to conduct a pilot intervention study and assess the possible effects of educational and environmental methodological components on sugar intake and water consumption in Maltese school children. Face-to-face educational sessions for children and parents were supported by written materials and provision of free drinking water for children for a 12 week period in the school setting. Two main dietary outcomes were measured: non-milk extrinsic sugars(NMES) intake (measured as g/day) and water consumption (measured as servings/day), measured in the pre- and post-intervention periods. The dietary outcomes were measured at school using the novel online dietary assessment tool, REALITYMALTA™. 55 children, aged 10-11 years, were recruited, and 48 provided diet data at baseline and end. A reduction in mean energy intakes was noted from 7733 kJ/day (SD 2046) to 6809 (SD 2224) kJ/day (p = 0.03), with water servings intake increased and NMES intake decreased but results not statistically significant. Parent attendance at the educational sessions was low. A larger scale study, including multi-level analysis is recommended. Modifying the content of the intervention and finding ways to increase parent engagement should be considered in future.

Supporting parent engagement in a school readiness program: Experimental evidence applying insights from behavioral economics

Early childhood interventions aimed at reducing socioeconomic disparities hinge on parent engagement. However, sparking parents' engagement and sustaining it throughout the course of interventions has historically been challenging. We designed program enhancements informed by the interdisciplinary field of behavioral economics to support parent engagement in Getting Ready for School, a school readiness intervention for Head Start preschoolers. The behavioral economics enhancements are hypothesized to address psychological factors that might interfere with parents' decision-making, including attention, misestimation, and related parent biases about children's learning. Results from a randomized control design in four Head Start centers show that, compared with families that received the typical curriculum, those that received behavioral economics–enhanced strategies, such as personalized invitations, child-friendly activity planners, text-message reminders, and commitment reinforcement, had higher parent attendance and follow-through for GRS activities and spent more time with children on educational activities outside of the classroom.