Parent Training Program Research Articles

Benefits of Parent Training in the Rehabilitation of Deaf or Hard of Hearing Children of Hearing Parents: A Systematic Review.

The present study is a systematic review on the effectiveness of Parent Training (PT) and coaching in deaf and hard of hearing (DHH) rehabilitation programs which reviews and synthesizes the existing body of evidence to assess the benefits of these programs in enhancing parents’ sensitivity, responsivity and promoting language development in DHH children during the first years after HA fitting or CI activation. Five published studies met the Population, Intervention, Comparison and Outcomes (PICO) inclusion criteria and were eligible to be included, but heterogeneity in terms of the study design, interventions and outcomes did not allow for performing a meta-analysis. All included studies shared the view that a parent’s learning is a circular (rather than frontal) process, and the results appear promising in terms of enhancing parents’ responsiveness and promoting DHH child language development. Nevertheless, the available evidence was judged to not be robust enough due to limitations in the studies’ designs. Further high-quality evidence is needed to evaluate the true degree of clinical value and the cost effectiveness of PT programs aimed at increasing parents’ responsiveness to their DHH children.

Family Experiences and Feedback: An Examination of Attrition in Parent-Child Interaction Therapy

ABSTRACT Attrition is a significant problem in child psychotherapyand has serious implications for overall treatment effectiveness. Predictors of attrition include those at the client, therapist, and treatment levels. The current study investigated factors associated with attrition in Parent-Child Interaction Therapy (PCIT), an evidence-based parent training program for families with young children with disruptive behavior disorders. The sample of 67 caregivers were treated by 25 therapists from 19 different licensed psychiatric outpatient clinics across one state and were part of a larger study (RO1 MH09750; PI: Herschell). The effects of caregivers’ attitudes toward therapy, expectations of therapy, perceived therapist cultural competence, and commitment to treatment were examined using Binomial Logistic Regression. Therapy expectations and commitment to treatment added significantly to the model predicting attrition. Fleiss’ kappa was used to examine caregiver-therapist agreement on completion status, reasons PCIT ended, barriers to treatment experienced by families, and caregiver compliance with post-treatment therapist referrals. Results suggest low agreement across each variable, indicating that therapists may not be aware of caregiver barriers or reasons they leave PCIT prematurely. Limitations, suggestions for future research, and clinical implications are discussed.

A randomized controlled trial of technology-enhanced behavioral parent training: sustained parent skill use and child outcomes at follow-up.

Early-onset (3-8 years old) disruptive behavior disorders (DBDs) have been linked to a range of psychosocial sequelae in adolescence and beyond, including delinquency, depression, and substance use. Given that low-income families are overrepresented in statistics on early-onset DBDs, prevention and early-intervention targeting this population is a public health imperative. The efficacy of Behavioral Parent Training (BPT) programs such as Helping the Noncompliant Child (HNC) has been called robust; however, given the additional societal and structural barriers faced by low-income families, family engagement and retention barriers can cause effects to wane with time. This study extends preliminary work by examining the potential for a Technology-Enhanced HNC (TE-HNC) program to improve and sustain parent skill proficiency and child outcomes among low-income families. A randomized controlled trial with two parallel arms was the design for this study. A total of 101 children (3-8-years-old) with clinically significant problem behaviors from low-income households were randomized to HNC (n = 54) or TE-HNC (n = 47). Participants were assessed at pre-treatment, post-treatment, 3-month, and 6-month follow-ups. Primary outcomes were parent-reported and observed child behavior problems. Secondary outcomes included observed parenting skills use (ClinicalTrials.gov Identifier: NCT02191956). Primary analyses used latent curve modeling to examine treatment differences in the trajectory of change during treatment, maintenance of treatment gains, and levels of outcomes at the 6-month follow-up. Both programs yielded improvements in parenting skills and child problems at post-treatment. However, TE-HNC families evidenced greater maintenance of parent-reported and observed child behavior and observed positive parenting skills at the 6-month follow-up. Our findings contribute to an ongoing line of work suggesting that technology-enhanced treatment models hold promise for increasing markers of engagement in BPT and sustaining long-term outcomes among low-income families.

Feasibility and implementation of Safer Kids – A parenting program to reduce child abuse

BackgroundChild abuse is a world-wide problem causing long-term suffering for children and large costs to society. Parent-training programs have been shown to reduce harsh parenting but more research on parenting programs specifically addressing child abuse is needed. ObjectiveThis study aimed at assessing the feasibility, implementation, and preliminary effectiveness of Safer Kids (SK); a structured parent-training program delivered immediately after parents are reported for child abuse. Participants and settingCaregivers were eligible if they had been reported for child abuse to the Swedish social services and their child was 3–12 years old. MethodsFamilies were allocated to SK or intervention as usual (IAU) through a quasi-experimental design. Multilevel analyses and a Cox Proportional Hazard Model were used to assess between-group differences in risk factors for abuse and further child welfare reports. ResultsIn total, 67 families participated. SK was successfully implemented as an early-start intervention and most families completed the intervention. All agencies continued working with SK two years after the study, indicating sustainability of implementation. SK was more effective than IAU in reducing further child welfare reports up to 18 months from baseline. However, analyses of parent and child rated risk factors of re-abuse (abuse potential, wellbeing, and parent-child relationships) indicate none to small differences between conditions. ConclusionsSK can be successfully implemented within the social services and may be effective in reducing occurrence of further child welfare reports. The effects of SK need to be further evaluated in a randomized controlled trial.

The COVID-19 pandemic: The evaluation of the emergency remote parent training program based on at-home support for children with down syndrome

During the COVID-19 pandemic, the development of emergency remote training programs for young children with Down syndrome, learning difficulties, and severe health problems and their parents became a requirement. The present study aimed to evaluate the impact of the “applied emergency remote training program”, prepared to address the needs of parents with children with Down syndrome and to offer them at-home support. It is an evaluative case study conducted with 11 parents of 11-35 months old children with Down syndrome. The findings demonstrated that the program could be conducted in a home environment, it improved the interactional behavior of both parents and children, reduced the number of difficult routines, and was considered as an educational, instructive, and band-aid solution. Issues such as the development of systematic psycho-social support systems that increase full participation and motivation of parents in distance education programs are important during extreme times such as the pandemic. Difficulties in online data collection, the employment of coaching and counseling systems in information maintenance, individualization of the program, the improvement of the interactivity in the program, and the development of applied training programs on different topics still wait for a solution.

Effect of Parent Training regarding Coping Strategies on Reducing Stress among Parent of Children with Autism Spectrum Disorder

Background: There is no doubt that the mothers' adaptation helps improve the quality of life, not only for any child with special needs but for the whole family, which greatly helps in improving the child's condition and improving the care provided to him by a conscious parent who can meet the child's needs properly. The present study aimed to evaluate the effect of parent training regarding coping strategies on reducing stress among mothers of children with autism spectrum disorder (ASD). Research design: A quasi-experimental design was used in carrying out this study. Setting at This study was conducted at the Child Psychiatry out-patient clinic at Sohag University Hospital. Sample: A purposive sample of a total of forty mothers and their children with ASD aged 4-12 years participated in this study. Tools: Four tools were utilized for data collection. I- A structured interviewing questionnaire sheet, which included two parts, part 1: Demographic characteristic of the mothers, Part 2: Demographic characteristic of their children, II-Parenting Stress Index: Short Form Abidin (1992), III- Coping Strategies Inventory (CSI), IV- Child Behavior Checklist. The data were collected before, immediately after and 3 months after the implementation of the parent training program. Results: The current study revealed a statistically significant improvement was found between the Parenting Stress Index and the Coping Strategies Inventory of the studied mothers as pre/ immediate post and after three months after the training program implementation (p < 0.05). Conclusion: implementation of parent training regarding coping strategies reduced stress among mothers of children with ASD, so the study mainly recommended that parent training regarding coping strategies for mothers of children with ASD should be conducted to reduce stress among mothers of children with ASD.

Effect of training program on sexual knowledge and social skills of adolescents with high-functioning autism in puberty

PurposeAutism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder.Design/methodology/approachThis study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions.FindingsResults showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK.Originality/valueWith regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder.

The Effect of Non-Pharmacological Pain Management Training Given to Parents of Children with Sickle Cell Disease on Parents' Knowledge in Two Different Countries

Aim: The aim of this study is to evaluate the effect of nonpharmacological education program for parents of children with sickle cell disease on parents' level of knowledge. Methods: The study used a pretest/posttest design. The study was conducted with a sample of 163 parents (109 Chadian and 54 Turkish). The researcher gave the training program to the parents. Participants’ knowledge were examined at the baseline and three weeks after intervention. After the education, the knowledge levels of the parents were evaluated with a nonpharmacological methods questionnaire. Results: It has been determined that children with sickle cell disease in Chad have a crisis every 2-3 months. If the children in Turkey were found to experience pain crisis between 7 to 1 year. Parents who have been trained for nonpharmacological methods have advanced knowledge about methods used to reduce pain in children with sickle cell disease. At the end of the training, Turkish participants knew more about the pain reducing effect of giving a "Making pictures can reduce pain, bathing with hot or warm water can reduce pain, and listening to music reduces pain". Nonpharmacological methods, which the participants of Chad know more about the training program; Making pictures can reduce pain, bathing with hot or warm water can reduce pain, listening to music reduces pain Conclusion: Nonpharmacological methods training program for parents of sickle cell disease children was found to be effective in increasing the knowledge level of parents in both countries.

1000 HPK Parenting Promotion Program in Kepulauan Seribu 2018-2020: Reviewed from The Theory of Hafied Cangara Communication Strategy

This study aims to determine about 1000 HPK Parenting Promotion Program In Kepulauan Seribu 2018-2020: Reviewed from the Theory of Hafied Cangara Communication Strategy. This type of research is descriptive research using qualitative methods. Collecting data by conducting observations, interviews, and documentation. The communication strategy carried out by the Thousand Islands PPAPP Sub-Department refers to Hafied Cangara's theory, where in this case the communication strategy in the KIE promotion program for the Care of 1000 HPK is carried out through the first stage and then continues with planning, implementation, evaluation and reporting. The results showed that the communication strategy carried out in the 1000 HPK KIE Promotion Program was carried out through a 1000 HPK parenting training program directly face to face while practicing using the tools provided and online through webinars. In the process of implementing the program, referring to the 2018 National Priority Promotion Projection Technical Guidelines and KIE for the First 1000 Days of Life (HPK). According to Hafied Cangara's theory, the failure of the communication strategy of the 1000 HPK KIE Parenting Promotion Program for 2018- 2020 is the absence of a research process first carried out Kepulauan Seribu Sub-Department PPAPP. 1000 HPK 2018-2020. Thus, to realize the 1000 HPK Care KIE program 2018-2020 to the fullest, a process is needed before the program is implemented so that it is right on target and the community is enthusiastic about participating in the 1000 HPK Care KIE Promotion program.

Using an Artificial Intelligence Based Chatbot to Provide Parent Training: Results from a Feasibility Study

Online parenting training programs have shown to be effective. However, no studies on parent training programs delivered through chatbots have been reported yet. Aim. This study aims to assess the feasibility of delivering parenting skills through a chatbot. Methods. A sample of 33 parents completed a pilot feasibility study. Engagement, knowledge, net-promoters score and qualitative responses were analyzed. Results. A total of 78.8% of the sample completed the intervention. On average, participants remembered 3.7 skills out of the 5 presented and reported that they would recommend the chatbot to other parents (net promoter score was 7.44; SD = 2.31 out of 10). Overall, parents sent a mean of 54.24 (SD = 13.5) messages to the chatbot, and the mean number of words per message was 3. Main themes parents discussed with the chatbot included issues regarding their child’s habits, handling disruptive behaviors, interpersonal development, and emotional difficulties. Parents generally commented on the usefulness of the intervention and suggested improvements to the chatbot’s communication style. Conclusions. Overall, users completed the intervention, engaged with the bot, and would recommend the intervention to others. This suggests parenting skills could be delivered via chatbots.

Evaluating the Effect of Parent–Child Interactive Groups in a School-Based Parent Training Program: Parenting Behavior, Parenting Stress and Sense of Competence

The Exploring Together program is a group-based parent training program that comprises separate parent, child, and teacher components, and a combined parent–child interactive component. A cluster-randomized trial design was used to compare the Exploring Together program with (Exploring Together; ET) and without (Exploring Together-Adapted; ET-Adapted) the parent–child interactive component. One hundred and thirty-six parents and their children (aged 5–10 years) with externalizing and/or internalizing problems participated in the trial, recruited from primary schools. There was a significant reduction in negative parenting behavior across both treatment groups (ET and ET-Adapted) but no significant improvement in positive parenting behaviors. Parenting self-efficacy improved significantly across both treatment groups however there was no significant change in parenting satisfaction or parenting stress. There was no consistent evidence of superiority of one version of the Exploring Together program over the other. Further investigation regarding treatment dosage and mastery of parenting skills associated with the program is warranted.

A Self-Managed Internet Parent Training Program for Interactive Storybook Reading: Extension to a Public School Setting

Purpose: This research note evaluated the collaboration, recruitment, enrollment processes, as well as outcomes of an online, self-managed parent training program (Success With Stories [SWS]) concurrent with a Head Start school curriculum. Method: This case examination presents the research processes used to examine an online program concurrent with Head Start school programming. Challenges, outcomes, and next steps in the process were evaluated. The engagement of parents who completed the program was examined. Results: Collaborative processes were developed, and recruitment strategies were initiated. Of the 92 parents who expressed immediate interest, 38 registered and 16 consented but only seven completed the program. Of the parents who completed the program, survey data revealed high levels of parent satisfaction, motivation, and perceived competence. Conclusions: Results indicate a breakdown in the recruitment, enrollment, and completion processes. Results indicate that SWS has promised to address target areas with the intended audience. However, online interventions are only useful if they are accessed and completed. Future directions to increase program completion are discussed.

Using systemic interventions to reduce intimate partner violence or child maltreatment: A systematic review of publications between 2010 and 2019.

This systematic review seeks to understand the effectiveness of systemic interventions to reduce Intimate Partner Violence (IPV) or child maltreatment published between January 2010 and December 2019. We found nine studies reviewing systemic interventions for IPV and 12studies reviewing systemic interventions for child maltreatment. In our discussion, we added relevant articles published before 2010 to determine the overall state of the evidence for these interventions. We determined that parent training programs with in vivo coaching components for child maltreatment meet the criteria for well-established interventions. Relationship education approaches are probably efficacious. Parent education and family therapy programs to reduce child maltreatment, and cognitive behavioral couples treatment to reduce IPV are possibly efficacious interventions. Programs based on "naturalistic" couples therapy for IPV are experimental interventions. This review also highlights limitations in this research in addressing the needs of marginalized couples and families.

How Do Lay Health Workers Engage Caregivers? A Qualitative Study to Enhance Equity in Evidence-Based Parenting Programs

ABSTRACT Engaging caregivers in their children’s mental health treatment is critical for delivering high quality, evidence-based care, particularly for young children with externalizing behaviors. Lay health workers (LHWs), including peer providers and promotoras de salud, have been identified as important workforces in addressing structural and stigma-related barriers to engagement in mental health services. Importantly, research has suggested that LHWs may be integral in efforts to address engagement disparities in evidence-based behavioral parent training programs (BPTs) for Latinx caregivers. The purpose of the study was to understand how different LHW workforces engage caregivers within their usual services, in order to inform strategies that improve access to and engagement in BPTs. Qualitative interviews were conducted with two different LHW workforces: volunteer LHWs (i.e., promotoras de salud) (n = 14), who were part of a community-embedded network, and paid LHWs (i.e., parent support partners, home visitors) (n = 9) embedded within children’s mental health agencies. Participants were predominately Latinx (79%) and female (96%). Qualitative analyses revealed three primary themes related to engagement strategies used by LHWs to address barriers to care: 1.) Building Trust, 2.) Empowerment, 3.) Increasing Access. Although the majority of themes and sub-themes were consistent across the two LHW workforces, agency-embedded LHWs often discussed having the means to provide resources through their organizations, whereas community-embedded LHWs discussed acting as a bridge to services by providing information and conducting outreach. Findings have implications for partnering with different workforces of LHWs to increase equity in access to BPTs.

Systematic Review on Impact of Training Programs on Parents of Children with Autism Spectrum Disorder

This article examined studies published in the years January 2016 to December 2020 in order to conduct a systematic review of articles related to parent training programs or interventions conducted on parents of children with autism spectrum disorder (ASD) and its effect on improving child outcomes and parent outcomes in day to day life. A total of 14 articles were selected from 589 abstracts which matched the inclusion criteria. The systematic analysis showed that results of these studies were mostly inconclusive as more work needed to be done in the form of using structured parent training programs or interventions. Though the need for parent training programs or interventions have been recognized more research needs to be done in this field. Recommendations from the study are that more importance should be given to improving parental outcomes in order to improve child outcomes and this should be the focus of all pediatric as well as other professionals working with children on the spectrum

51.1 I-PCIT: INTERNET-DELIVERED PARENT-CHILD INTERACTION THERAPY

Objectives: Parent-child interaction therapy (PCIT) is an evidence-based behavioral parent-training program that was initially developed for families with young children (ages 2-7 years) who exhibited socially disruptive behaviors (aggression and noncompliance). It is a dyadic parent-child therapy with unique elements of in vivo parent coaching via a bug in the ear by the therapist who works from behind a one-way mirror. Most important, PCIT allows for individually tailored coaching that can address unique difficulties of particular parent-child dyads. Despite the effectiveness of PCIT, a high dropout rate (in some studies as high as 50%) prior to completion of the treatment remains a significant problem. The use of new technologies such as telehealth to remotely deliver real-time therapy to the patient’s home has shown to overcome the many barriers including treatment availability, accessibility, and acceptability. During the COVID-19 pandemic, internet-PCIT (I-PCIT) became the treatment of choice for many centers around the country. Methods: This presentation will introduce the basic concepts of I-PCIT. We will focus on the similarities and differences between standard PCIT delivered in the office setting and I-PCIT. We will show video clips of I-PCIT sessions to illustrate the novel aspects of the treatment. Results: Participants will learn how to conduct PCIT using remote technology. They will be able to discuss various aspects of the PCIT treatment done in the home environment. They will be able to review problem-solving strategies such as ways to keep the young child in the room, time-out routine practice, and siblings needing to be present in the session, and other challenging situations will be discussed. Participants will have an opportunity to present their challenging cases and ask questions. Conclusions: A small but growing literature shows that I-PCIT is an acceptable adaptation of PCIT. It allows for expansion of the reach of mental health services, helps with compliance, and allows for continuation of treatment for many families during the COVID-19 pandemic. DBD, EC, P

Meta-Analysis of Parent Training Programs Utilizing Behavior Intervention Technologies

Behavioral Parent Training (BPT) traditionally occurs in face-to-face (FTF BPT). Recently, Behavioral Intervention Technology (BIT) has been developed to deliver BPT in lieu of or as an adjunct to FTF BPT using websites, computer software, smartphone applications, podcasts, pre-recorded sessions, and teletherapy. The present meta-analysis reviews BIT BPT randomized control and comparison studies to determine the overall efficacy of BITs, if the level of human support significantly effects BIT BPT treatment outcomes, and which populations BIT BPT are effective for, by analyzing the following study variables: socioeconomic status, race, and clinical population. The analyses indicated that, overall, BIT BPT is an effective treatment (g = 0.62), and did not indicate a significant difference between levels of human support (χ2 (3) = 4.94, p = 0.18). Analysis did indicate a significant difference between studies that used waitlist or education control groups, compared to studies that used active treatment controls (χ2 (1) = 12.90, p = 0.00). The analyses did not indicate a significant difference between clinical population, low socioeconomic status, and racial minority studies. These findings provide preliminary evidence that BIT BPT is effective for treating child and adolescent externalizing behavior in a variety of populations.

The Relationship of School Family Engagement Program and Parental Involvement in a Public Junior High School

Motivating parents and families to be involved in their children’s academic lives is a necessary component of literacy instruction. The study focused on family engagement and parental involvement. The researcher selected 300 parents among Grade VII students from Mambugan National High School, District 1 in Antipolo City to assess their awareness about the school’s family engagement program related to school climate, student learning, communication, volunteering, and decision making. It also aimed to determine the extent of their involvement in terms of the aspects enumerated, to test the relationship between their awareness on school family engagement programs and the extent of their involvement, and to use the results as inputs in developing a parent training program for family engagement. The researcher used a two-part Questionnaire Checklist assessing how parents perceive the school family engagement activities and rating the parents’ involvement in school family engagement program. Through data analysis using weighted mean and Pearson’s r, findings revealed that both the parents’ perception on school family engagement program and the extent of parental involvement yielded Student Learning as a top priority and the parents’ ultimate reason when they engage themselves in school-initiated programs that need their support. Furthermore, this study found out that there is a significant relationship between their awareness about school family engagement programs and the extent of their involvement in terms of school climate, student learning, communication, volunteering, and decision making.

Community-based parent-training for disruptive behaviors in children with ASD using synchronous telehealth services: A pilot study

We conducted a feasibility pilot of the RUBI parent training program (RUBI PT) delivered virtually with children with ASD and disruptive behaviors in a diverse community sample. Twenty-nine children (age M = 5.79, SD = 3.56) were enrolled for the direct, telehealth delivered program. Twenty-four families completed the program (82.8 %) and 85.3 % of core sessions were attended. Four of the five families who dropped out were participating during the COVID-19 pandemic and cited this as the reason for discontinuing. The feasibility of the program for reducing problem behaviors in the home setting was consistent with prior RUBI PT studies. Future implementation of synchronous telehealth PT is encouraged as this format will enable more families to access this service, especially in underserved communities.

Effectiveness of creative arts-based parent training for parents with children with Autism Spectrum Disorder

The mixed-method study evaluated the effectiveness of the 6-week long Creative Arts-based Parent Training program for parents with children with Autism Spectrum Disorder (ASD). Korean Parenting Stress Index-Short Form and Korean Parenting Efficacy Test were used to examine parental stress and sense of competence. Qualitative data were collected for the experimental group (EG) (n = 17) using a 30 min focus group interview, art journaling, and questionnaires. There was no difference in age (t(25) = 1.38, p = .19) and gender (p = .86) between the experimental and control groups (n = 15). The program was a positive experience. Qualitative data on parental experience and quantitative data on parental stress showed significant change, favoring the EG, t(17)=−2.72, p = .014 after controlling for inequality of variances. The EG highlighted the program as: (a) a social connection; (b) new opportunities to be child-focused, and (c) the learning of importance of emotion for child development. More, implementation promoted changes in both parents and children as the fundamental parenting style and the view on the child and disability changed. Therefore, although the study had some limitations, the program showed the promise of group-based supplementary parent training in parent-mediated, creative arts–based intervention as an early intervention treatment for children with ASD.