Journal of the American Academy of Child & Adolescent Psychiatry
New researchParent Training: Equivalent Improvement in Externalizing Behavior for Children With and Without Familial Risk
Section snippets
Method
Data from 5 RCTs of IY in which a history of parental externalizing behavior was systematically acquired were included in this reanalysis. Inclusion characteristics for the studies are summarized as follows: the child was 3 to 8 years old (RCT 4-5: 4 to 7 years old); the child had no debilitating physical impairment, intellectual deficit, or history of psychosis and was not receiving any form of psychological treatment at the time of referral; the primary referral problem was child misconduct
Household Differences
Children in 1-biological-mother households were significantly more likely than children in 2-biological-parent households to have a lower level of maternal education (Mantel-Haenszel χ21,280 = 8.44, p < .01). There was no significant difference in race or ethnicity of children in 1-biological-mother and 2-biological-parent households (χ21,280 = 2.65, p = .10). Maternal depression scores were significantly higher in 1-biological-mother than in 2-biological-parent households (t279 = 2.42, p <
Discussion
This study is comprised of secondary familial risk analyses of a combined meta-analytic sample drawn from 5 RCTs of the IY parent-training intervention to treat conduct problems in children 3 to 8 years old. The findings support and extend previously reported findings on the impact of the IY intervention—namely that children with clinical-level externalizing behavior benefit from the intervention. Moreover, the present analyses confirm that the treatment effect occurs irrespective of the
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2021, Early Childhood Research QuarterlyCitation Excerpt :Academically responsive adults respond to children's verbalizations as well children's behaviors during academic tasks to scaffold learning in ways that provide appropriate levels of challenge and support the learning of new concepts and skills (e.g., Tamis-LeMonda, Bornstein & Baumwell, 2001). Ample research shows that warm, responsive adults can facilitate preschool children's development of social-behavioral skills (i.e., prosocial behaviors, self-regulation of emotions, and goal-directed behaviors) in the classroom (e.g., Promoting Alternative Thinking Strategies [PATHS]; Domitrovich, Cortes & Greenberg, 2007) and home environment (e.g., Incredible Years Preschool Program; Presnall, Webster-Stratton & Constantino, 2014) . There is also a strong research base that shows adults can guide learning to promote academic skills during pre-k that include language, literacy, and math skills.
Do children fare for better and for worse? Associations among child features and parenting with child competence and symptoms
2017, Developmental ReviewCitation Excerpt :For example, future research should evaluate whether certain child-specific features confer risk for maladjustment or symptoms in a negative environment, increase one’s plasticity or sensitivity across environments, or influence one’s susceptibility to positive environmental circumstances only. This research should consider youth’s adjustment in different parenting contexts across development periods; this work could improve the identification of youth with increased sensitivity to the environment who may benefit from specific interventions or require modifications to intervention targets, goals, and/or components (McKee et al., 2014; Presnall, Webster-Stratton, & Constantino, 2014). Moreover, many of the studies to date have examined whether youth varying in child-specific features exhibit enhanced social and emotional competence by examining the absence or decreased presence of symptoms (e.g., Belsky & Pluess, 2010; Kochanska et al., 2011).
Child Maltreatment Prevention and the Scope of Child and Adolescent Psychiatry
2016, Child and Adolescent Psychiatric Clinics of North AmericaCitation Excerpt :At present it is rare for successful referrals to home visitation to be initiated by mental health specialists (as opposed to providers of primary obstetric, newborn medicine, and pediatric care) despite child psychiatric populations being highly enriched (more so than any other medical specialty) for young families at combined inherited and environmental risk for child maltreatment and its consequences. Although the current generation of evidence-based parent training programs have yet to be systematically assessed with respect to the prevention of child maltreatment per se, it stands to reason that those that effectively prevent or reduce clinical behavioral abnormalities in children (see Presnall and colleagues,30 2014) should necessarily reduce maltreatment risk because they are centered on the modification of maladaptive parenting behavior. Among evidence-based parenting education programs, the 2 that have shown the most promise for child maltreatment prevention are Triple P, an intervention that is scaled to the needs and risk level of each individual family (see Prinz and colleagues31 for a promising large-scale study, conducted by the developers of the intervention, of impact on maltreatment) and The Incredible Years, a group-based parenting education program (see Hurlburt and colleagues32 for description of a trial among families that self-reported child maltreatment).
Child temperamental flexibility moderates the relation between positive parenting and adolescent adjustment
2016, Journal of Applied Developmental PsychologyCitation Excerpt :The present results suggest that intervention and prevention efforts to attenuate youth symptoms by improving parenting practices may be more effective among youth lower in flexibility. Such an approach could improve identification of youth who may benefit from existing interventions or require modifications to intervention targets, goals, and/or components to facilitate beneficial outcomes among youth lower in flexibility (McKee et al., 2014; Presnall, Webster-Stratton, & Constatino, 2014). Although Belsky (2014) and others have suggested that intervention and prevention efforts should target youth based on behavioral and/or genetic markers that may engender greater sensitivity to the environment (Belsky, 2014), these markers are mutually influenced by contexts (e.g., parenting; Meaney, 2010).
This article was reviewed under and accepted by Deputy Editor John Piacentini, PhD.
The data collection was supported by the National Institutes of Health National Center for Nursing Research (grant 5 R01 NR01075-11) and the National Institute of Mental Health Research Scientist Development Award (MH00988 to C.H.W.-S.). The reanalysis was supported by the Administration for Children and Families (60329 to J.N.C.), by an anonymous donor, and the Centers for Disease Control and Prevention through the Brown Center for Violence and Injury Prevention (grant R49CE001510-01).
The views expressed do not necessarily reflect the opinions of the funders.
The authors thank the families who participated in the original intervention trials, whose efforts made this study possible.
Disclosure: Dr. Webster-Stratton has disseminated these treatments and stands to gain from favorable reports. Because of this, she has voluntarily agreed to distance herself from certain critical research activities, including recruitment, consenting, primary data handling, and data analysis. The University of Washington has approved these arrangements. Dr. Constantino has received royalties for the authorship of the Social Responsiveness Scale, Second Edition (SRS-2), which is published and distributed by Western Psychological Services. Mr. Presnall reports no biomedical financial interests or potential conflicts of interest.