Causal Effects of Completing the Parenting Wisely Online Parenting Intervention on Recidivism Among Youth Involved in the Juvenile Justice System
Ozechowski, T. J., Gordon, D., Waldon, H. B., & Hops, H. (2024). Completion of the Parenting Wisely online program reduced youth recidivism by 41% and improved parental knowledge and reactivity.
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This study found that completion of the Parenting Wisely (PW) program significantly reduced youth recidivism rates among non-incarcerated, juvenile justice system-involved youth, with a 41% reduction compared to a control group. PW also improved parental knowledge and reduced over-reactivity, which were associated with decreased recidivism risk. Conversely, increased family behavioral control in the control group was linked to higher recidivism, an effect mitigated by PW. The findings highlight PW’s potential to counteract iatrogenic risks in the juvenile justice system and emphasize the need to improve program completion rates to maximize its impact.
Development and Pilot Testing of an Internet-based Parenting Education Program for Teens and Pre-Teens: Parenting Wisely
Feil, E. G., Gordon, D. A., Waldron, H., Jones, L. B., & Widdop, C. (2011). A pilot of an online PW program showed significant improvements in parent-reported child behavior and parenting, with high satisfaction.
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Families of youth scoring in the clinical range on the Eyberg Child Behavior Inventory were recruited from agencies, schools, and online. Parent-reported race: 27% Hispanic/Latino, 35% African-American, 32% White, others. 95% accessed PW at home. From baseline to post-assessment, parent-reported child behavior improved on the SDQ (t=3.91, p<.001) and PSOC (t values and p<.01). Satisfaction increased significantly from 35.17 (SD=8.78) to 37.67 (SD=8.72). Parents rated the program easy to understand and use. The results support high usability, strong prosocial gains in child behavior and parenting, and increased accessibility by overcoming transportation, scheduling, and cost barriers.
Lessons Learned from the Dissemination of Parenting Wisely, a Parent Training CD-ROM
Gordon, D. A., & Rolland-Stanar, C. (2003). Dissemination to 300+ agencies yielded moderate effect sizes; success tied to admin support, practitioner buy-in, and evaluation commitment.
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An interactive CD-ROM for low-income, single-parent families was disseminated to over 300 agencies in four years. Research showed moderate effect sizes on child problem behavior in both university and community settings. A survey of 93 agencies found that administrative support, practitioner buy-in, and a commitment to evaluate the program accounted for 30–40% of implementation success. Steps to sustain effective programs are outlined.
Intervening with Families of Troubled Youth: Functional Family Therapy and Parenting Wisely
Gordon, D. A. (2003). Book chapter reviewing FFT and the development/integration of PW within family intervention continua.
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This chapter reviews risk factors for delinquency, details the Functional Family Therapy model and Donald Gordon’s 20 years of home-based FFT research, summarizes the evidence supporting FFT’s efficacy, and explains the origins, structure, and integration of the Parenting Wisely program into broader family treatment frameworks.
Development and Evaluation of a Parenting Intervention Program: Integration of Scientific and Practical Approaches
Segal, D., Chen, P. Y., Gordon, D. A., Kacir, C. Y., & Gylys, J. (2003). Interactive vs passive formats both reduced child problem behaviors by >50%, with strong parent satisfaction.
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Parents of behavior-problem children at mental health centers were randomly assigned to the interactive PAW videodisk (n=21) or a linear video version (n=21). Both groups saw >50% reductions in child problem behaviors and significant parental knowledge gains. One-third to one-half of children moved into the functional range on the Eyberg inventory. High satisfaction and skill use were reported, demonstrating robust intervention effects comparable to therapist-led groups.
Reducing Family Violence: Use of an Interactive Parenting Skills CD-ROM
Rolland-Stanar, C., Gordon, D. A., & Carlston, D. (2001). School-based CD-ROM parent training cut family violence and improved child behavior.
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In six public and two parochial schools, parents of at-risk middle-schoolers received either interactive CD-ROM PW, videotape PW, or no treatment. Three- to six-month follow-ups showed significant reductions in child-directed and spousal violence and improvements in children’s impulsivity and hyperactivity among treatment families. Improved parental communication and problem solving were cited as key factors.
Parent Training via CD-ROM: Using Technology to Disseminate Effective Prevention Practices
Gordon, D. A. (2000). Interactive CD-ROM overcome barriers to family prevention, improving parenting skills and reducing child behavior problems.
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An interactive, self-administered CD-ROM program was designed to surmount stigma, access, and time barriers to family-based prevention. Controlled evaluations showed gains in parenting knowledge and skills and significant reductions in child behavior problems, with many children moving from clinical to normal ranges on the Eyberg inventory. The approach enables rapid dissemination and high treatment integrity.
Use of an Interactive Laserdisc Parent Training Program with Teenage Parents
Lagges, A. M., & Gordon, D. A. (1999). Interactive videodisk parent training for teen mothers increased knowledge and adaptive practice application.
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Sixty-two pregnant or parenting teens in high-school parenting classes were randomized to PAW interactive videodisk or control. The intervention group scored significantly higher at two-month follow-up on parenting knowledge, belief in adaptive practices over coercive methods, and application of skills to hypothetical problems. High engagement and relevance were reported, suggesting potential to prevent abuse and neglect.
Parenting Adolescents Wisely: The Effectiveness of an Interactive Videodisk Program in Appalachia
Kacir, C., & Gordon, D. A. (1999). Interactive videodisk training for parents of difficult pre-teens yielded significant knowledge and behavior improvements.
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Thirty-eight mothers of 13–15-year-olds were randomized to the PAW videodisk or control. One-month follow-up showed significant parenting skill and principle knowledge gains and child behavior reductions; four-month follow-up maintained improvements (Eyberg scores dropped from 13.8 to 5.8). Most treated children moved into the normal range.
Reaching High-risk Families Through Home-Based Parent Training: A Comparison of Interactive CD-ROM and Self-help Parenting Programs
Woodruff, C. M., Gordon, D. A., & Lobo, T. R. (1999). Home delivery of PW CD-ROM outperformed self-help booklets in reducing child behavior problems and improving family functioning.
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In a rural Appalachian community, 80 low-income families were randomized to PW on laptop or self-help booklets. At six weeks and six months, child problem behaviors (Eyberg) decreased substantially for both, with greater gains in the PW group. Family functioning improved on behavior control and problem solving only for PW; mothers’ depression scores also declined.
Group vs. Individual Parent Education by CD-ROM
Ponferrada, E., Lobo, T., & Gordon, D. A. (1999). Group-administered CD-ROM training led to greater child behavior improvements than individual use.
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Parents of junior high and high school students were randomized to three small group sessions of PW CD-ROM or a single individual session. Child behavior was measured with the Achenbach Child Behavior Checklist. Mothers in the group condition reported greater improvements in child behavior, though the exact cause—group discussion, session pacing, or commitment—is unclear.
A Comparison of Two Methods of Parent Education for High School Students
Jenks, J., & Gordon, D. A. (1999). A five-hour group PW program outperformed a 17-hour traditional class in parenting knowledge and peer communication skill use.
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Students in one rural high school attended a 17-hour traditional parent-education class; another school used five hours of group-administered PW. Only the PW group showed gains in parenting principles knowledge and reported using communication skills with peers, suggesting the brief, interactive format’s effectiveness.
Effectiveness of an Interactive Parent Training Program for Court-Referred Parents
Gordon, D. A., & Kacir, C. (1997). Court-mandated interactive videodisk training for parents produced sustained >50% reductions in child problem behaviors and increased parenting knowledge.
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80 parents of court-involved adolescents were randomized to PAW interactive videodisk or treatment as usual. Interactive group showed >50% declines on the Eyberg Child Behavior Inventory and Parent Daily Report at one, three, and six months; treatment gains in knowledge and behavior were sustained without parental dissatisfaction.
Interactive Video Parent Training for Children with Conduct Problems
Hupertz, M., & Gordon, D. A. (1995). Parents of 5th–6th graders using an interactive videodisk or video showed high satisfaction, knowledge gains, and child behavior improvements.
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Parents were randomly assigned to an interactive videodisk program or same-content video. Both groups reported very high satisfaction and confidence applying methods. Parenting knowledge scores increased; child Eyberg scores declined, indicating behavior improvements absent a control group.
