Parental Homework Completion and Treatment Knowledge During Group Parent–Child Interaction Therapy

Abstract

The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M age = 5.07, 82% Hispanic/Latino) with externalizing behavior problems participated in an 8-week group BPT program. Pre-and posttreatment measures included parent-reported parenting practices and a treatment knowledge quiz. Parental homework completion, or home practice of skills, was reported by parents and collected weekly. Increases in positive parenting and decreases in negative parenting were observed (Cohen's d = .63 and .70, respectively), as well as increases in treatment knowledge (d = 1.46). Treatment knowledge moderated the association between parental homework completion and negative parenting as well as parenting skill-use confidence. Increased parental homework completion was only associated with decreases in negative parenting and increases in skill-use confidence for families with high treatment knowledge. Parental homework completion also moderated the association between session attendance and negative parenting, such that lower session attendance was only associated with higher negative parenting for families that had low parental homework completion. Findings highlighted the potential impact that parents' reports of home practice may have on improving parenting.

Condensing parent training: A randomized trial comparing the efficacy of a briefer, more intensive version of Parent-Child Interaction Therapy (I-PCIT).

“…This may have been amplified for parents in the I-PCIT group because the frequency of sessions allowed parents to progress through the skills faster and see improvements in a shorter period of time. Coming to sessions every weekday for 2 weeks in I-PCIT may also limit the pitfalls of traditional PCIT where parents struggle to complete weekly homework, which is linked to treatment success (Ros, Graziano, & Hart, 2017; Stokes et al, 2016). Finally, seeing a therapist more frequently within a shorter period of time may alleviate parental stress and help build rapport faster.…”

Entraînement aux habiletés parentales pour préparer les enfants à l’école : quelles caractéristiques parentales, familiales et des enfants prédisent l’engagement?

“…Les comportements d'engagement des parents dans un PEHP sont importants, car ils ont une incidence sur les bénéfices qu'ils en retirent pour euxmêmes et pour leur enfant. D'abord, l'assiduité est associée à l'amélioration des pratiques parentales (Ros et al, 2017) et à l'amélioration du comportement des enfants (DeRosier et Gilliom, 2007;Ştefan, 2012). Deuxièmement, l'implication dans les rencontres est associée à une diminution de l'intensité des problèmes de comportement, tant intériorisés qu'extériorisés, selon l'éducateur et à une diminution des symptômes dépressifs rapportés par la mère entre le début et la fin du programme (Garvey et al, 2006).…”

The effectiveness of parent participation in occupational therapy for children with developmental delay

“…The parent participation service model can be divided into parental involvement in school education 1 and parental participation in medical interventions. 2 , 3 The positive impact from studies included enhancing family cognition, parents’ self-growth, 4 , 5 parenting skills and treatment knowledge, 6 , 7 promoting children’s development and functional skills in various fields, 6 – 8 improving the learning quality of children with developmental delay, improving parent–child interaction, and successfully establishing the partnership between parents and professionals. 9 In these researches, children with developmental delay were in broad categories.…”

“…It will change the duration and willingness of parents to participate in the early intervention, causing negative impacts on the children’s development. 10 There are still only a few experimental studies 1 – 4 , 6 , 7 and few papers at Taiwan 11 used to support the impact of parent participation on the growth of children with developmental delay. This article aims to study how to make children with developmental delay progress in many fields through parent participation as an occupational therapy in the medical setting at Taiwan.…”