Establishing norms on the Japanese version of the Eyberg Child Behavior Inventory

Ito, Fumie; Matano, Miyuki; Kato, Ikuko; Monden, Yukifumi; Sunohara, Yuki; Kawasaki, Masako; Kimura, Hitoe; Furuichi, Shima; Bussing, Regina; Oe, Yuka; Morita, Nobuaki; Kim, Yoshiharu; Brestan-Knight, Elizabeth; Eyberg, Sheila M.; Kamo, Toshiko

doi:10.1111/ped.14910

Cited by 3 publications

(1 citation statement)

References 23 publications

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“…The problem scale is measured using a twofactorial method ranging from "yes" (1 point) to "no" (0 points). We used the Japanese ECBI, 38,39 which Ito et al 40 confirmed to be reliable.…”

Section: Eyberg Children Behavior Inventory Japanese Version (Ecbi)mentioning

confidence: 99%

Assessing the Effectiveness of Real-Time Online Parent Training for Parents of Children with Diverse Neurodevelopmental Disorders Residing in the Community

Yamanaka,

Yuruki,

Sanabe

et al. 2023

Yonago Acta Med.

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Background Parents residing in the community have children with diverse neurodevelopmental disorders. Thus, developing online parent training that is effective for various types of neurodevelopmental disorders, not just for a single one, is essential. This study investigated the effects of real-time online group parent training developed for parents of children with various neurodevelopmental disorders. Methods Twenty-two parents (two males and 20 females) of children with diagnosed or suspected neurodevelopmental disorders participated. We developed real-time online group parent training based on the Tottori University parent training (TUPT-ON), which can be implemented online as a pilot study. Parenting stress, parenting attitudes, mental health, and children's inappropriate behavior scores were measured before and after the intervention and analyzed using paired t-test. Results The average participation rate was 75.5%, and the average homework submission rate was 66.6%. The intervention significantly improved parents' quality of life and negative parenting. Moreover, significant improvements were found in the total problems agestandardized scores (T-scores) of the Child Behavior Checkl List in participants' children. In response to five questions about the acceptability of our online group parent training, participants rated most items as four or higher out of five. Conclusion The implementation of TUPT-ON showed some improvements in children's outcomes and brought about positive changes in parental outcomes across various neurodevelopmental disorders. This result suggests the potential effectiveness of this intervention for different types of neurodevelopmental disorders. TUPT-ON could provide parent training and support for parents dealing with their children's various neurodevelopmental disorders, regardless of location, as long as they have a stable internet connection. However, the lack of a control group and the small sample size of certain diseases warrant caution in interpreting these findings, and a rigorous validation design should be employed and revalidated in the future.

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“…The problem scale is measured using a twofactorial method ranging from "yes" (1 point) to "no" (0 points). We used the Japanese ECBI, 38,39 which Ito et al 40 confirmed to be reliable.…”

Section: Eyberg Children Behavior Inventory Japanese Version (Ecbi)mentioning

confidence: 99%

Assessing the Effectiveness of Real-Time Online Parent Training for Parents of Children with Diverse Neurodevelopmental Disorders Residing in the Community

Yamanaka,

Yuruki,

Sanabe

et al. 2023

Yonago Acta Med.

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Efficacy of parent–child interaction therapy for children born premature

Matano,

Kurane,

Wakabayashi

et al. 2024

Pediatrics International

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BackgroundPremature children are known to be at a high risk of developing behavioral problems. This study examined the effectiveness of parent–child interaction therapy (PCIT) in reducing behavioral problems in young children born premature.MethodsThe study included 18 child–parent pairs with children born at less than 35 weeks of gestation (range: 23–34 weeks, median: 31.0 weeks) and aged 27–52 months (median: 38.0 months). They were assigned to either the PCIT group (n = 7) or the non‐PCIT group (n = 11) based on maternal desire for treatment. The study was designed to examine the effects of PCIT. Specifically, the Eyberg Child Behavior Inventory (ECBI) intensity score, ECBI problem score, and Parenting Stress Index Short Form (PSI‐SF) scores were compared before treatment and after 6 months.ResultsIn the PCIT group, the mean ECBI intensity score was 135.7 (SD = 13.5; T‐score = 64) at baseline and 90.1 (SD = 15.5; T‐score = 46) at post‐assessment, the mean ECBI problem score was 9.8 (SD = 1.9; T‐score = 54) at baseline and 4.4 (SD = 3.1; T‐score = 44) at post‐assessment, the mean PSI‐SF total score was 60.1 (SD = 4.8; 95%tile) at baseline and 49.6 (SD = 5.6; 85%tile) at post‐assessment, showing a significant improvement (ECBI intensity scores: p < 0.001, d = 2.03; ECBI problem scores: p < 0.001, d = 1.94; PSI‐SF total scores: p = 0.004, d = 0.86). On the other hand, none of the scores showed significant change in the non‐PCIT group.ConclusionsThe PCIT can be considered as a potential treatment option for behavioral problems in young children born premature.

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Comparison of the Effectiveness of Online and Face-to-Face Parent Training for Parents of Children With Developmental Disabilities

Kadekaru,

Yamanaka,

Okanishi

et al. 2024

Cureus

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Background: Parent training (PT) is an effective intervention for improving children's behavioral problems and enhancing parental mental health in those caring for children with developmental disabilities (DD). Recent studies report the effectiveness of online PT (ON-PT). ON-PT encompasses both the on-demand type and the real-time type, which involves real-time online group PT delivered through web conferencing systems. However, the efficacy of the on-demand type has been established through comparisons with face-to-face PT (F2F-PT), whereas the real-time type of ON-PT has been assessed exclusively in single-arm studies, underscoring the need for comparative analyses with F2F-PT to validate its effectiveness. This study aims to compare the effectiveness of the real-time type of ON-PT and F2F-PT for parents of children with DD using a retrospective study design. Methods: The analysis included data from 13 parent-child pairs in the F2F-PT and 27 parent-child pairs in the ON-PT. Assessment scales included parental depression and stress, evaluated using the Beck Depression Inventory-Second Edition (BDI-II) and Parenting Stress Index (PSI), respectively, as well as children's behavioral problems, measured with the Eyberg Child Behavior Inventory (ECBI). A two-way repeated-measures ANOVA assessed the impact of different PT delivery methods and time on the outcome variables. Results: Attendance and dropout rates were similar between ON-PT (82%, 18.7%) and F2F-PT (80.3%, 18.1%). A two-way repeated-measures ANOVA showed that the interaction effect was marginally significant for PSI ( p = 0.066) and statistically significant for both the child domain of PSI ( p = 0.049) and ECBI ( p = 0.013). Simple main effects analysis indicated that pre-test mean scores for PSI ( p < 0.001), the child domain of PSI ( p = 0.001), and ECBI ( p = 0.002) were significantly higher than post-test scores in the ON-PT compared with the F2F-PT. Furthermore, although a higher proportion of participants in the ON-PT were within the clinical range of ECBI at the pre-test (70.4%) compared to the F2F-PT, this proportion decreased to 44.4% at the post-test. Conclusion: This study suggests that ON-PT may be as effective as or potentially more effective than F2F-PT. The adoption of online formats should be considered for families facing challenges, as ON-PT may improve children's behavioral problems and reduce parental stress. Nonetheless, the retrospective study design warrants caution in interpreting the findings, and a future study with a prospective, rigorous validation design will be essential to effectively compare the effectiveness of ON-PT and F2F-PT.

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Establishing norms on the Japanese version of the Eyberg Child Behavior Inventory

Cited by 3 publications

References 23 publications

Assessing the Effectiveness of Real-Time Online Parent Training for Parents of Children with Diverse Neurodevelopmental Disorders Residing in the Community

Assessing the Effectiveness of Real-Time Online Parent Training for Parents of Children with Diverse Neurodevelopmental Disorders Residing in the Community

Efficacy of parent–child interaction therapy for children born premature

Comparison of the Effectiveness of Online and Face-to-Face Parent Training for Parents of Children With Developmental Disabilities

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