Effects of Individualized Video Feedback Combined With Group Parent Training on Inappropriate Maternal Behavior

Phaneuf, Leah; McIntyre, Laura Lee

doi:10.1901/jaba.2007.737-741

Cited by 50 publications

(27 citation statements)

References 10 publications

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“…Given that observations were relatively stable and significantly positively correlated, r = .96, p < .0001, I reduced the assessment to one observation per assessment point. This observation system (Phaneuf & McIntyre, 2007) uses partial-interval coding for seven parent inappropriate behavior categories (Inappropriate Play Behavior, Intrusion on Child’s Independence, Positive Consequences for Child’s Inappropriate Behaviors, Inappropriate Commands, Lack of Follow Through, Criticism, and Aggression) and event coding for Child-Directed Praise. All observations were videotaped and collected in the family home.…”

Section: Methodsmentioning

confidence: 99%

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Parent Training for Young Children With Developmental Disabilities: Randomized Controlled Trial

McIntyre

2008

American Journal on Mental Retardation

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157

125

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A randomized controlled trial was used to evaluate a parent training intervention for caregivers with preschool-age children with developmental disabilities. The 21 families in the experimental group received usual care plus the 12-week Incredible Years Parent Training Program with developmental delay modifications. Families in the control group (n = 23) received usual care, including early childhood education and related services. Results suggest that this parent training intervention was superior to usual care for young children with developmental delays or disabilities in reducing negative parent-child interactions and child behavior problems. Participants in the experimental group indicated high satisfaction with treatment. Additional research is necessary to document maintenance and generalization of treatment outcomes.Children and adults with intellectual and other developmental disabilities are more likely to be diagnosed with a severe behavior disorder or mental health diagnosis than are their typically developing counterparts (Emerson, 2003). This dual diagnosis of cognitive and behavioral impairments places additional strain on parents and teachers (Baker et al., 2003;McIntyre, Blacher, & Baker, 2006) and may be overlooked or underreported by health care providers (Levitan & Reiss, 1983). Furthermore, children with developmental disabilities and behavior or mental health disorders are at greater risk for difficulties in school; are more likely to be placed in out-of-home residential care; and, as adults, are more likely to have problems in the workplace (Borthwick-Duffy & Eyman, 1990;McIntyre, Blacher, & Baker, 2002;Taanila, Ebeling, Heikura, & Järvelin, 2003).Although estimates of mental health problems in children and adolescents with developmental disabilities vary depending on sampling procedures, diagnostic criteria, and age of individual, estimates are generally thought to be between 25% to 40% (Emerson, 2003). Emerson, for example, conducted a prevalence study of psychiatric disorders in 10,438 children in the United Kingdom. Children with intellectual disability were seven times more likely to have a psychiatric disorder than children with no intellectual disabilities (Emerson, 2003). Because of the negative impact that behavior problems place on caregivers, some have suggested the need for early intervention for children and families most at risk . Few researchers, however, have employed rigorous methods in treatment evaluations for families and children with developmental disabilities. One treatment option, often used with children without developmental disabilities, is parent training.Given the established link between parenting practices and children's behavior (e.g., Hinshaw, 2002;Patterson, 1976;Sameroff & Fiese, 2000), parent training has been employed to alter (Webster-Stratton, 2001). Floyd, Harter, and Costigan (2004) found that negative parent-child interactions during family problem-solving was associated with child behavior problems in children with intellectual disability...

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Section: Methodsmentioning

confidence: 99%

“…All observations were videotaped and collected in the family home. A standardized set of materials and instructions were provided to parent–child dyads, which included 10-min free play, 2-min clean-up, and 3-min structured activity (e.g., puzzle) (Phaneuf & McIntyre, 2007). …”

Section: Methodsmentioning

confidence: 99%

Parent Training for Young Children With Developmental Disabilities: Randomized Controlled Trial

McIntyre

2008

American Journal on Mental Retardation

Self Cite

157

125

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“…Beyond providing families with skills videos as examples, technology also has the capacity to provide therapists a window on the parents’ use of the skills with the child outside of session. For example, HNC (Jones et al, 2014) and IY (Phaneuf & McIntyre, 2007) have both explored the utility of having parents video record their skill practice at home. In turn, therapists have an opportunity to review parent’s use of skills in context in order provide more tailored feedback, coaching, and support and to adjust session content and focus accordingly.…”

Section: Extensions Of Hanf-model Programs To Other Problems and Delimentioning

confidence: 99%

Distilling Common History and Practice Elements to Inform Dissemination: Hanf-Model BPT Programs as an Example

Kaehler

Jacobs

Jones

2016

Clin Child Fam Psychol Rev

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There is a shift in evidence-based practice toward an understanding of the treatment elements that characterize empirically-supported interventions in general and the core components of specific approaches in particular. The evidence-base for Behavioral Parent Training (BPT), the standard of care for early-onset disruptive behavior disorders (Oppositional Defiant Disorder and Conduct Disorder), which frequently co-occur with Attention Deficit Hyperactivity Disorder, is well-established; yet, an ahistorical, program-specific lens tells little regarding how leaders, including Constance Hanf at the University of Oregon, shaped the common practice elements of contemporary evidence-based BPT. Accordingly, this review summarizes the formative work of Hanf, as well as the core elements, evolution, and extensions of her work, represented in Community Parent Education (COPE; Cunningham, Bremner, & Boyle, 1995; Cunningham, Bremner, Secord, & Harrison, 2009), Defiant Children (DC; Barkley 1987; Barkley, 2013), Helping the Noncompliant Child (HNC; Forehand & McMahon, 1981; McMahon & Forehand, 2003), Parent-Child Interaction Therapy (PCIT; Eyberg, & Robinson, 1982; Eyberg, 1988; Eyberg & Funderburk, 2011), and the Incredible Years (IY; Webster-Stratton, 1981; 1982; 2008). Our goal is not to provide an exhaustive review of the evidence-base for the Hanf-Model programs; rather, our intention is to provide a template of sorts from which agencies and clinicians can make informed choices about how and why they are using one program versus another, as well as how to make inform flexible use one program or combination of practice elements across programs, to best meet the needs of child clients and their families. Clinical implications and directions for future work are discussed.

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“…For example, Phaneuf and McIntyre (2007) tested the effect of adding individualized video feedback to a group-based IYS program (Webster-Stratton & Reid, 2010) for mothers of children with developmental disabilities, whom the authors highlight are at increased risk for disruptive behaviors. Findings from the multiple baseline design revealed that videotaping mother-child dyads, watching the videos with mothers, and providing feedback regarding inappropriate maternal behavior was more effective than the intervention without videotaped feedback.…”

Section: Technology In Bpt: Theory and Examplesmentioning

confidence: 99%

Harnessing innovative technologies to advance children's mental health: Behavioral parent training as an example

Jones

Forehand

Cuellar

et al. 2013

Clinical Psychology Review

140

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Disruptive behaviors of childhood are among the most common reasons for referral of children to mental health professionals. Behavioral parent training (BPT) is the most efficacious intervention for these problem behaviors, yet BPT is substantially underutilized beyond university research and clinic settings. With the aim of addressing this research-to-practice gap, this article highlights the considerable, but largely unrealized, potential for technology to overcome the two most pressing challenges hindering the diffusion of BPT: (1). The dearth of BPT training and supervision opportunities for therapists who work with families of children with disruptive behaviors and; (2). The failure to engage and retain families in BPT services when services are available. To this end, this review presents a theoretical framework to guide technological innovations in BPT and highlights examples of how technology is currently being harnessed to overcome these challenges. This review also discusses recommendations for using technology as a delivery vehicle to further advance the field of BPT and the potential implications of technological innovations in BPT for other areas of children’s mental health are discussed.

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Effects of Individualized Video Feedback Combined With Group Parent Training on Inappropriate Maternal Behavior

Cited by 50 publications

References 10 publications

Parent Training for Young Children With Developmental Disabilities: Randomized Controlled Trial

Parent Training for Young Children With Developmental Disabilities: Randomized Controlled Trial

Distilling Common History and Practice Elements to Inform Dissemination: Hanf-Model BPT Programs as an Example

Harnessing innovative technologies to advance children's mental health: Behavioral parent training as an example

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