Parent participation is essential: parental involvement project

A comparison of the clinical effectiveness and cost of specialised individually delivered parent training for preschool attention-deficit/hyperactivity disorder and a generic, group-based programme: a multi-centre, randomised controlled trial of the New Forest Parenting Programme versus Incredible Years

“…Children were included if: (i) they were between 2 years 9 months and 4 years 6 months old; (ii) had a parent/caregiver aged 18 years or over; (iii) screened positive for ADHD symptoms (score≥ 20) on the Werry-Weiss-Peters Activity Rating Scale (WWP) [ 18 ] and; (iv) were given an ADHD research diagnosis of any sub-type based on the parent DISC-IV-ADHD Scale [ 19 ]. To further ensure the inclusion of a wide-ranging representative sample of ADHD preschool children, cases were only excluded if they had: (i) a full clinical diagnosis of autism spectrum disorder; (ii) were severely delayed developmentally (18 months or more behind their chronological age on the Parent Involvement Project (PIP) Developmental Scales [ 20 ]; (iii) had a main caregiver with a serious mental illness (e.g., psychosis). They were also excluded for practical reasons including: (iv) if children were in short- to medium-term foster care placements; (v) on the Child Protection Register or (vi) when their main carer had insufficient English language.…”

“…The cut-off score of 20 identifies around 15–18% of the population [ 25 ] Cronbach’s alpha for this measures in this sample was 0.87. (ii) Diagnostic Interview Schedule for Children—Version IV DISC-IV-ADHD Scale [ 19 ] is a well-validated structured interview used to diagnose ADHD according to the Diagnostic and Statistical Manual of Mental Health Disorders (DSM-IV) criteria using parental reports of symptoms in home and school settings; (iii) Parent Involvement Project Developmental Charts ( PIP) Developmental Scales [ 20 ] is a UK norm-based developmental checklist which identifies delay against milestones covering physical and social development, hand–eye coordination, play and language which was delivered in an interview format. Language delay and Developmental delay were deemed present when an individual was at least 6 months behind their chronological age in relation to at least one milestone.…”

Study protocol for a randomized controlled trial comparing the efficacy of a specialist and a generic parenting programme for the treatment of preschool ADHD

“…Child exclusion criteria are: (i) diagnosis of autism; (ii) being in foster care without a long-term plan in that foster placement; (iii) extreme learning difficulties, as defined by a score below an age-appropriate developmental level for more than 6 out of 12 items taken from four scales of the Parent Involvement Project (PIP) Developmental Scales [ 47 ] including: physical development, three items; development, four items; eye-hand co-ordination development, one item; development of play, four items; (iv) very poor or no language as defined by a score below an age-appropriate developmental level for more than three out of six items taken from the Language Development Scale of the PIP Developmental Scales [ 47 ]. Parent exclusion criteria are: (v) no working knowledge of English; (vi) serious mental illness (for example, psychosis, extreme learning difficulties, manic depressive disorder); (vii) having a child on the Child Protection Register.…”

What do parents, governors and professionals consider to be the most important aims for children with severe learning difficulties?: A discussion of research in the context of curriculum development

“…Three aim statements were taken from the work of Bennett (1976), and related to reading, number and enjoyment in school. The final aim was taken from the Parental Involvement Project chart (Jeffree and McConkey, 1974), and was concerned with the development of motor skills. All groups were asked to rank the eight aims in order of importance.…”