A school-based parenting program for children with attention-deficit/hyperactivity disorder: Impact on paternal caregivers

Fabiano, Gregory A.; Schatz, Nicole K.; Lupas, Kellina K.; Gordon, Charles A.; Hayes, Timothy; Tower, Devon; Soto, Tamara Santos; Macphee, Fiona L.; Pelham, William E.; Hulme, Karen

doi:10.1016/j.jsp.2021.04.002

Cited by 8 publications

(4 citation statements)

References 64 publications

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“…Of the studies that did describe father engagement strategies used (n = 8), the most common strategy used was altering the treatment format or content to address father-specific parenting concerns (n = 5). A primary example of this type of father engagement strategy is the COACHES intervention (Fabiano et al, 2009(Fabiano et al, , 2012a(Fabiano et al, , 2012b(Fabiano et al, , 2021, where intervention format was altered to include recreational activities as the in-vivo context for parenting skill implementation. Frank and colleagues (2014), modified treatment content to include an explanation of the benefits of father engagement on child development, strategies for managing fatherspecific parenting challenges (e.g., co-parenting, balancing work and parenting responsibilities), and father-identified areas of interest (e.g., improving child social skills; Frank et al, 2014).…”

Section: Aim 1: Documenting Father Engagement and Attendance Outcomesmentioning

confidence: 99%

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Intervention and Implementation Characteristics to Enhance Father Engagement: A Systematic Review of Parenting Interventions

González

Klein

Barnett

et al. 2023

Clin Child Fam Psychol Rev

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In recent years, the prevalence rates of children’s mental health disorders have increased with current estimates identifying that as many as 15–20% of children meet criteria for a mental health disorder. Unfortunately, the same robust parenting interventions which have long targeted some of the most common and the most treatable child concerns (e.g., externalizing, disruptive behavior, and aggression) have also shown consistently low rates of father engagement. This persistent issue of engagement comes in the wake of an increasingly large body of literature which highlights the unique positive contributions fathers make to children and families when they are engaged in parenting interventions. As the role fathers play in families shifts to become more inclusive of childcare responsibilities and less narrowly defined by financial contributions, it becomes increasingly important to understand how best to engage fathers in interventions that aim to enhance parenting efficacy and family outcomes such as coparenting. The current review examined intervention (e.g., format and setting) and implementation characteristics (e.g., training and agency-level changes) associated with father engagement. Particular attention is paid to studies which described father-specific engagement strategies (e.g., inviting fathers directly, father-only groups, and adapting intervention to incorporate father preferences). A total of 26 articles met inclusion criteria after screening and full-text review. Results indicate that father engagement (i.e., initiating treatment) remains low with 58% of studies either not reporting father engagement or having engagement rates below 50%. More than two-thirds of studies did not include specific father engagement strategies. Those that did focused on changes to treatment format (e.g., including recreational activities), physical treatment setting (e.g., in-home and school), and reducing the number of sessions required for father participation as the most common father-specific engagement strategies. Some studies reported efforts to target racially and ethnically diverse fathers, but review results indicated most participants identified as Non-Hispanic White. Interventions were largely standard behavioral parent training programs (e.g., PCIT and PMT) with few exceptions (e.g., COACHES and cultural adaptations), and very few agencies or programs are systematically making adjustments (e.g., extended clinic hours and changes to treatment format) to engage fathers. Recommendations for future directions of research are discussed including the impact of differential motivation on initial father engagement in treatment, the importance of continuing to support diverse groups of fathers, and the potential for telehealth to address barriers to father engagement.

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Section: Aim 1: Documenting Father Engagement and Attendance Outcomesmentioning

confidence: 99%

“…Two studies reported reducing the length of treatment by shortening the intended number of sessions for all parents to create a brief intervention model. In both cases, this was done without compromising intervention effectiveness (Fabiano et al, 2021;Gopalan et al, 2015).…”

Section: Aim 1: Documenting Father Engagement and Attendance Outcomesmentioning

confidence: 99%

Intervention and Implementation Characteristics to Enhance Father Engagement: A Systematic Review of Parenting Interventions

González

Klein

Barnett

et al. 2023

Clin Child Fam Psychol Rev

Self Cite

View full text Add to dashboard Cite

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“…Parenting stress, parent–child conflict, and ineffective parenting are elevated in families of children with ADHD [ 1 , 2 ] and predict poor academic outcomes, interpersonal difficulties, and aggressive behavior [ 3 , 4 ]. BPT is a well-established ADHD treatment delivered in clinic settings [ 5 ] and more recently, school settings [ 6 , 7 ]. However, improvements in child behavior can be circumscribed and lack sustainability [ 8 ].…”

Section: Importance Of Parent Adherence To Treatment For Adhdmentioning

confidence: 99%

Improving Adherence to Behavioral Parent Training for ADHD Using Digital Health Tools

Pfiffner

Dvorsky

Hawkey

et al. 2022

J Psychiatry Brain Sci

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Behavioral Parent Training (BPT) is a well-established treatment for school-age children with ADHD but lack of parent adherence to prescribed parenting strategies limits treatment gains. Digital Health (dHealth) tools can be leveraged to target barriers to parent adherence but existing tools for parenting interventions are limited. New efforts to develop a dHealth tool to target adherence barriers including limited skill competence, EF processes, and low motivation/negative attitudes, are presented and recommendations for future technology-enhanced treatments are provided.

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“…The international literature has developed the problems that families with children with disabilities have into an intensively researched topic [13][14][15][16][17][18][19][20][21][22]; the results of significant research in Hungarian have been discussed, both from a Hungarian and a Romanian perspective [7,[22][23][24][25]. The relationship between families and the cultures of educational organizations has been the subject of rich literature with an international perspective [17,18,[26][27][28][29], but it is under-researched in the domestic literature.…”

Section: Introductionmentioning

confidence: 99%

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

Dan¹,

Kovács

Bacskai

et al. 2023

IJERPH

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Special education practice allows for the educational principles of parental involvement, pointing to a common dialogue on health issues and general well-being. Special education professionals primarily empower the families of children with atypical development by relying on the organizational factors of individual support and services. The decision-making/partnering factors of the educational and general health processes, on the other hand, receive less attention. The present study aims to explore the place of the parent–school relationship within the framework of a special educational institution in Romania. Involving Hungarian special education teachers (N = 12) from Romania, we analyze the school involvement of the parents of students with special educational needs in Bihor County, Romania, concerning their children’s academic achievement and well-being. The qualitative research data were recorded through semistructured interviews and were organized through deductive categorization, as well as being analyzed thematically using Atlas.ti. The results highlighted the essential elements of the parent–school relationship, e.g., communication practices, active inclusion programs, support services, and peer acceptance plans. We believe it is important to emphasize that, in the study, families frequently better understood their child’s situation and health-related issues and advocated more effectively for the recognition of their rights. However, as an active player in everyday education, the teacher can better organize development activities for the child’s specific needs and plan complex habilitation/rehabilitation. To sum up, a parent–educator team approach can result in more successful educational and health outcomes, as well as a more accepting social image in the cognitive, emotional, and social development fields.

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A school-based parenting program for children with attention-deficit/hyperactivity disorder: Impact on paternal caregivers

Cited by 8 publications

References 64 publications

Intervention and Implementation Characteristics to Enhance Father Engagement: A Systematic Review of Parenting Interventions

Intervention and Implementation Characteristics to Enhance Father Engagement: A Systematic Review of Parenting Interventions

Improving Adherence to Behavioral Parent Training for ADHD Using Digital Health Tools

Family–SEN School Collaboration and Its Importance in Guiding Educational and Health-Related Policies and Practices in the Hungarian Minority Community in Romania

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