Family-centered prevention to enhance parenting skills during the transition to elementary school: A randomized trial.

Abstract

The objective of this study was to evaluate the effect of a family-centered preventive intervention, the Family Check-Up (FCU), on improving parenting skills during kindergarten and first grade, when children are challenged to engage in a variety of new behaviors, such as sustained attention and self-regulation of behavior in the classroom. Building on prior research and funded by the Department of Education, we tested the effect of the FCU on parenting skills during the transition to kindergarten. We predicted both direct and moderated effects of the FCU on changes in parenting, including positive parenting, monitoring/family routines, and negative parenting skills. In this registered clinical trial (NCT02289092; see Consolidated Standards of Reporting Trials diagram in Figure 1), participants were 321 families of kindergarten children recruited from 5 public elementary schools and randomly assigned to either the FCU or to a school-as-usual control group (n ϭ 164 assigned to intervention). Families engaged in the intervention at a high rate (75%) and completed assessments about parenting skills from kindergarten to first grade. Results suggest that FCU effects on parenting skills were moderated by parenting contextual stress. As stress increased, so did positive effects of FCU on monitoring/family routines and negative parenting. No effects on positive parenting skills were observed. Results of this research suggest the effects of the FCU are more pronounced for high-stress families and contribute to the literature supporting adaptive, tailored approaches to intervention for high-risk children and their caregivers.

Family-centered prevention to enhance proactive parenting and parental self-efficacy during early elementary school.

“…Previous studies during middle school have shown that engaging families in the FCU improved parenting practices and reduced problem behaviors across early childhood and adolescence (Dishion et al, 2008; Stormshak et al, 2010). Recently, the FCU was adapted for kindergarten and early elementary school (Stormshak et al, 2020). The FCU was modified for this developmental period to focus on supporting parents in enhancing their skills as well as promoting proactive academic and behavior support during a time that is often challenging for children and their parents (Stormshak et al, 2020).…”

“…Recently, the FCU was adapted for kindergarten and early elementary school (Stormshak et al, 2020). The FCU was modified for this developmental period to focus on supporting parents in enhancing their skills as well as promoting proactive academic and behavior support during a time that is often challenging for children and their parents (Stormshak et al, 2020). Prior research on the FCU during early elementary school showed improved effective parenting skills using a latent parenting constructing that included limit setting, negative parenting, parent efficacy, and parent warmth during second grade (Stormshak et al, 2021).…”

Mobile Parenting Training Program Based on a Ubiquitous Learning Context to Improve Parenting Skill: The Moderating Role Parental Locus of Control

“…This type of parenting involves parents raising, guiding, educating, and protecting their children from the influence of social norms [31]. Good parenting skills have a positive effect on a child's development and growth [32]. Parents certainly need adequate knowledge in order to provide proper care for their children [33].…”

The Family Check-Up Online: A Telehealth Model for Delivery of Parenting Skills to High-Risk Families With Opioid Use Histories

“…Families engaged in the FCU experience reductions in child problem behaviors, family conflict, youth substance use, improvements in child self-regulation and academic outcomes, and increased use of parent use of positive behavior strategies. The FCU has been shown to be effective in multiple randomized control trials with a range of age groups when delivered in a variety of settings including elementary school ( Stormshak et al, 2020 ), middle school ( Stormshak et al, 2010 ), and community mental health settings ( Smith et al, 2015 ). The model is effective at reducing problem behavior and supporting parenting skills with parents of young children ( Dishion et al, 2008 ), middle school children ( Fosco et al, 2013 ), and late adolescents ( Stormshak et al, 2019a ).…”