The following studies were conducted by the developer of Parenting Wisely, Dr. Donald A. Gordon and graduate students in Clinical Psychology at Ohio University.
I. Hupertz, M. & Gordon, D.A. (1995) Interactive video parent training for children with conduct problems. Unpublished manuscript.
Parents of fifth and sixth grade school students were recruited to use a parent training program. Nineteen parents were assigned randomly to receive either an interactive videodisk program or a video version of the same program. Parents completed the Eyberg Child Behavior Inventory and a test of parenting principles and methods as pretest and, one month later, as posttest measures. They also completed a rating of their satisfaction with the program. The Eyberg scores for their children indicated that all were in the range of clinically deviant behavior, that is, serious enough to require therapy. Interestingly, none of the parents had sought therapy for their children's substantial problems.
Results indicated very high satisfaction with the program for both groups. They believed the problems presented were highly similar to those they experienced in their families, and that they were confident that they could apply the methods taught to their own children. Scores on the measure of parenting knowledge increased for both groups. Scores for both groups on the Eyberg declined, indicating improvements in child problem behavior. In the absence of an untreated control group, we cannot be sure these changes were due to the treatments, although children with these levels of behavior problems rarely improve without effective treatment.
Parents of fifth and sixth grade school students were recruited to use a parent training program. Nineteen parents were assigned randomly to receive either an interactive videodisk program or a video version of the same program. Parents completed the Eyberg Child Behavior Inventory and a test of parenting principles and methods as pretest and, one month later, as posttest measures. They also completed a rating of their satisfaction with the program. The Eyberg scores for their children indicated that all were in the range of clinically deviant behavior, that is, serious enough to require therapy. Interestingly, none of the parents had sought therapy for their children's substantial problems.
Results indicated very high satisfaction with the program for both groups. They believed the problems presented were highly similar to those they experienced in their families, and that they were confident that they could apply the methods taught to their own children. Scores on the measure of parenting knowledge increased for both groups. Scores for both groups on the Eyberg declined, indicating improvements in child problem behavior. In the absence of an untreated control group, we cannot be sure these changes were due to the treatments, although children with these levels of behavior problems rarely improve without effective treatment.
II. Gordon, D.A., and Kacir, C. (1997). Effectiveness of an interactive parent training program for changing adolescent behavior for court-referred parents. Unpublished manuscript.
To answer the question of whether a court-mandated interactive videodisk parent training program would improve parental competence and hence adolescent behavior problems, we recruited 80 parents whose children had been involved with juvenile court or childrens services. Parents received either the Parenting Adolescents Wisely interactive videodisk program or treatment as usual (usually probation for their adolescents). Parents (almost always single mothers) used the program in a public library, a group home for delinquents, or in a university facility. In treatment and control groups, parents completed measures of parenting knowledge, parenting behavior, parent satisfaction with the program, and child behavior problems. The latter was measured with the Eyberg Child Behavior Inventory and the Parent Daily Report, a structured interview about the child's problem behavior in the previous 24 hours. Parents generally completed the interactive program in one sitting lasting 2.5 to 3 hours. For the treated group, scores on the Eyberg Child Behavior Inventory declined(improved) by more than 50% at one, three, and six months after treatment. For the control group, these scores did not change. For the telephone interview measure, the parent Daily Report, the treated group also showed at least a 50% reduction in child problem behaviors evident at the one, three, and six month follow-up periods. The control group parents did not show significant change on this measure. Parents in the treatment group, but not the control group, also showed increases in parenting knowledge.
For parents not seeking help for their adolescents who had serious behavior problems and delinquency, this treatment produced substantial improvements, both in parenting knowledge and child behavior problems. A court mandate to use the program did not lessen the positive effects not produce parental dissatisfaction with the program. Low income, poorly educated parents were able to use the program successfully and without assistance.
To answer the question of whether a court-mandated interactive videodisk parent training program would improve parental competence and hence adolescent behavior problems, we recruited 80 parents whose children had been involved with juvenile court or childrens services. Parents received either the Parenting Adolescents Wisely interactive videodisk program or treatment as usual (usually probation for their adolescents). Parents (almost always single mothers) used the program in a public library, a group home for delinquents, or in a university facility. In treatment and control groups, parents completed measures of parenting knowledge, parenting behavior, parent satisfaction with the program, and child behavior problems. The latter was measured with the Eyberg Child Behavior Inventory and the Parent Daily Report, a structured interview about the child's problem behavior in the previous 24 hours. Parents generally completed the interactive program in one sitting lasting 2.5 to 3 hours. For the treated group, scores on the Eyberg Child Behavior Inventory declined(improved) by more than 50% at one, three, and six months after treatment. For the control group, these scores did not change. For the telephone interview measure, the parent Daily Report, the treated group also showed at least a 50% reduction in child problem behaviors evident at the one, three, and six month follow-up periods. The control group parents did not show significant change on this measure. Parents in the treatment group, but not the control group, also showed increases in parenting knowledge.
For parents not seeking help for their adolescents who had serious behavior problems and delinquency, this treatment produced substantial improvements, both in parenting knowledge and child behavior problems. A court mandate to use the program did not lessen the positive effects not produce parental dissatisfaction with the program. Low income, poorly educated parents were able to use the program successfully and without assistance.
III. Lagges, A. and Gordon, D.A. (1997). Interactive videodisk parent training for teen mothers. Child and Family Behavior Therapy, 21 (1), 19-37.
Sixty-two pregnant or parenting teens were randomly assigned to either the Parenting Adolescents Wisely interactive videodisk parenting program or to a control group. Both groups attended a teen parenting class in their high schools. The PAW program was presented in a group format during the class and the parenting skills were adapted to toddlers via discussion. Compared to the control group, the intervention group scored significantly higher at two months' followup on the following measures: parenting knowledge, belief in the effectiveness of adaptive parenting practices over coercive practices (yelling and hitting), and application of adaptive parenting skills to hypothetical problem situations.
Participation of the mothers in the discussion groups was frequent and enthusiastic, compared to the normal methods of teen parenting classes. Most of the teens, the majority of whom still lived with their parents, reported that the problematic interactions in the program mirrored those in their families. The knowledge gains and ability to apply adaptive parenting skills to different situations may prevent child abuse and neglect.
Sixty-two pregnant or parenting teens were randomly assigned to either the Parenting Adolescents Wisely interactive videodisk parenting program or to a control group. Both groups attended a teen parenting class in their high schools. The PAW program was presented in a group format during the class and the parenting skills were adapted to toddlers via discussion. Compared to the control group, the intervention group scored significantly higher at two months' followup on the following measures: parenting knowledge, belief in the effectiveness of adaptive parenting practices over coercive practices (yelling and hitting), and application of adaptive parenting skills to hypothetical problem situations.
Participation of the mothers in the discussion groups was frequent and enthusiastic, compared to the normal methods of teen parenting classes. Most of the teens, the majority of whom still lived with their parents, reported that the problematic interactions in the program mirrored those in their families. The knowledge gains and ability to apply adaptive parenting skills to different situations may prevent child abuse and neglect.
IV. Kacir, C. and Gordon, D.A. (1997). Interactive videodisk parent training for parents of difficult pre-teens. Child and Family Behavior Therapy, 21 (4), 1-22.
Parents of 13-15 year old teens were recruited via letter for this study. All of those responding completed measures of knowledge of parenting principles and child behavior problems (Eyberg Child Behavior Inventory). Thirty-eight mothers of middle school students were randomly assigned to either the Parenting Adolescents Wisely interactive videodisk parenting program or to a control group. The mean scores on the Eyberg Child Behavior Inventory for both groups were in the clinically deviant range, with children averaging 15 problem behaviors. Mothers used the PAW program individually for 2.5 to 3 hours, in one sitting. One month later, the treatment group showed significant increases in knowledge of parenting skills and principles and the children showed significant reductions in problems behaviors. The control group did not show changes. Four months later, the treatment group showed more improvements on the Eyberg, but the control group did not change. The treatment group showed a drop in scores on the Eyberg Child Behavior Inventory from 13.8 to 5.8 problem behaviors, a highly significant improvement. The stringent test of clinically significant behavior change showed that most of the treated group showed scores falling into the normal range (from the clinically deviant range) at pre treatment, while none of the control group showed such change.
Parents of 13-15 year old teens were recruited via letter for this study. All of those responding completed measures of knowledge of parenting principles and child behavior problems (Eyberg Child Behavior Inventory). Thirty-eight mothers of middle school students were randomly assigned to either the Parenting Adolescents Wisely interactive videodisk parenting program or to a control group. The mean scores on the Eyberg Child Behavior Inventory for both groups were in the clinically deviant range, with children averaging 15 problem behaviors. Mothers used the PAW program individually for 2.5 to 3 hours, in one sitting. One month later, the treatment group showed significant increases in knowledge of parenting skills and principles and the children showed significant reductions in problems behaviors. The control group did not show changes. Four months later, the treatment group showed more improvements on the Eyberg, but the control group did not change. The treatment group showed a drop in scores on the Eyberg Child Behavior Inventory from 13.8 to 5.8 problem behaviors, a highly significant improvement. The stringent test of clinically significant behavior change showed that most of the treated group showed scores falling into the normal range (from the clinically deviant range) at pre treatment, while none of the control group showed such change.
V. Segal, D., Chen, P.Y., Gordon, D.A., Kacir, C.Y., & Gylys, J. (2003). Development and evaluation of a parenting intervention program:Integration of scientific and practical approaches.International Journal of Human-Computer Interaction, 15, 453-468.
Parents of children who were being seen at mental health centers for behavior problems were recruited to participate in either the PAW interactive video disk or in the PAW videotape (linear) parent training program. The content of both was highly similar(the same video scenes were used in both, and both received the same workbook), but the learning format was either interactive or passive. In order for families to be in this study, the children (mean age = 13 years) had to recieve scores on the Eyberg Child Behavior Inventory in the clinically deviant range. Parents were randomly assigned to the interactive (21 parents) or the linear video (21 parents) groups. Parents were interviewed over the telephone three times prior to treatment and six times in the month following treatment about their child's problem behaviors and their response (the Parent Daily Report and Daily Discipline Inventory). These scores improved with both groups showing reductions in child problem behaviors (greater than 50% for the interactive group). The Eyberg measure also showed very significant reductions in child problem behavior. Using a stringent test of clinically significant behavior change, one-third to one-half of the children in both groups showed changes into the normal or functional range of behavior on the Eyberg Child Behavior Inventory. Parent satisfaction measures showed very high satisfaction with the interventions. Parents showed significant improvments on a measure of knowledge of effective parenting principles and skills, and on a self-report of measure of use of the parenting skills taught in the program.
For parents seeking treatment of their children's behavior problems, this intervention produced very robust effects. The magnitude of these effects on child problem behavior was similar to that achieved with well-validated parent-child therapy or parent education discussion groups. Parents found the program content and teaching methods to be appropriate and relevant to their concerns, and were confident they could use the parenting skills demonstrated.
Parents of children who were being seen at mental health centers for behavior problems were recruited to participate in either the PAW interactive video disk or in the PAW videotape (linear) parent training program. The content of both was highly similar(the same video scenes were used in both, and both received the same workbook), but the learning format was either interactive or passive. In order for families to be in this study, the children (mean age = 13 years) had to recieve scores on the Eyberg Child Behavior Inventory in the clinically deviant range. Parents were randomly assigned to the interactive (21 parents) or the linear video (21 parents) groups. Parents were interviewed over the telephone three times prior to treatment and six times in the month following treatment about their child's problem behaviors and their response (the Parent Daily Report and Daily Discipline Inventory). These scores improved with both groups showing reductions in child problem behaviors (greater than 50% for the interactive group). The Eyberg measure also showed very significant reductions in child problem behavior. Using a stringent test of clinically significant behavior change, one-third to one-half of the children in both groups showed changes into the normal or functional range of behavior on the Eyberg Child Behavior Inventory. Parent satisfaction measures showed very high satisfaction with the interventions. Parents showed significant improvments on a measure of knowledge of effective parenting principles and skills, and on a self-report of measure of use of the parenting skills taught in the program.
For parents seeking treatment of their children's behavior problems, this intervention produced very robust effects. The magnitude of these effects on child problem behavior was similar to that achieved with well-validated parent-child therapy or parent education discussion groups. Parents found the program content and teaching methods to be appropriate and relevant to their concerns, and were confident they could use the parenting skills demonstrated.
VI. Woodruff, C., Gordon, D.A., and Lobo,T.S (1999). Home delivery of a CD-ROM family intervention to high risk families. Manuscript in preparation for submission.
Parents and their fourth to sixth grade children from a very low income, rural Appalachian community were given one of two parent education programs in their homes. Random assignment determined whether 80 families received the PW program on a laptop computer or parenting booklets written for low income parents (Principles of Parenting). Six weeks and six months after receiving the programs, children’s problem behavior (Eyberg) decreased substantially for both groups, and significantly more for the PW group. Attrition at six months resulted in 59 of 80 subjects completing follow-up measures. A measure of family functioning, the McMaster Family Assessment Device (Epstein et al, 1983) showed improvements for both groups on the subscales of behavior control and problem solving, but establishing clear expectations and roles for family members improved only for the PW group. Both groups showed lower scores for mothers on the Beck Depression Inventory. This study demonstrated that high risk families, who had refused treatment at the school, can be effectively treated in their homes with a very brief intervention, and the gains are sustained.
Parents and their fourth to sixth grade children from a very low income, rural Appalachian community were given one of two parent education programs in their homes. Random assignment determined whether 80 families received the PW program on a laptop computer or parenting booklets written for low income parents (Principles of Parenting). Six weeks and six months after receiving the programs, children’s problem behavior (Eyberg) decreased substantially for both groups, and significantly more for the PW group. Attrition at six months resulted in 59 of 80 subjects completing follow-up measures. A measure of family functioning, the McMaster Family Assessment Device (Epstein et al, 1983) showed improvements for both groups on the subscales of behavior control and problem solving, but establishing clear expectations and roles for family members improved only for the PW group. Both groups showed lower scores for mothers on the Beck Depression Inventory. This study demonstrated that high risk families, who had refused treatment at the school, can be effectively treated in their homes with a very brief intervention, and the gains are sustained.
VII. Ponferrada, E., Lobo, T., & Gordon, D.A. (1999). Group vs. individual parent education by CD-ROM. Manuscript in preparation for submission.
In order to investigate the advantages of group vs. individual parent education, parents of junior high and high school students were randomly assigned to attend three small group administrations of the PW program or to use the program alone. Child problem behavior was measured with the Child Behavior Checklist (Achenbach & Edelbrock, 1983). Although pre-treatment scores were mostly in the normal range, mothers receiving the group intervention reported greater improvements in child problem behavior than mothers using the program individually. It is not known if the group effects were due to the greater enthusiasm of those mothers who committed to attend groups, or that they had the program spread over three sessions rather than one, or to actual group discussion benefits.
In order to investigate the advantages of group vs. individual parent education, parents of junior high and high school students were randomly assigned to attend three small group administrations of the PW program or to use the program alone. Child problem behavior was measured with the Child Behavior Checklist (Achenbach & Edelbrock, 1983). Although pre-treatment scores were mostly in the normal range, mothers receiving the group intervention reported greater improvements in child problem behavior than mothers using the program individually. It is not known if the group effects were due to the greater enthusiasm of those mothers who committed to attend groups, or that they had the program spread over three sessions rather than one, or to actual group discussion benefits.
VIII. Jenks, J. & Gordon, D.A. (1999). A comparison of two methods of parent education for high school students. Manuscript in preparation for submission.
Students in one high school received traditional parent education classes (17 hours) while those in another high school received group administration of the PW program (5 hours). Both high schools served a lower middle income rural area. Only the students receiving the PW program showed increases in knowledge of good parenting principles and skills, and only the PW group reported using the communication skills with peers. Given the greater length of the traditional parent education class, the briefer PW program’s format and content may account for its greater effectiveness.
Students in one high school received traditional parent education classes (17 hours) while those in another high school received group administration of the PW program (5 hours). Both high schools served a lower middle income rural area. Only the students receiving the PW program showed increases in knowledge of good parenting principles and skills, and only the PW group reported using the communication skills with peers. Given the greater length of the traditional parent education class, the briefer PW program’s format and content may account for its greater effectiveness.
IX. Gordon, D.A. (2000). Parent training via CD-ROM: Using technology to disseminate effective prevention practices. The Journal of Primary Prevention, 21, (2), 227-251.
Family-based prevention programs have demonstrated effectiveness in reducing risk factors for substance abuse. The lack of efficient methods for training staff and insuring treatment integrity and the limited time that program progenitors have for dissemination impede the spread of these programs. Additionally, there are barriers to families who use these programs such as stigma associated with a parent education or mental health approach, transportation and access difficulties, and inability to commit to months of treatment sessions. New developments in technology can surmount most of these barriers. The author describes a video-based interactive CD-ROM for training parents and families in child management and relationship enhancement skills. The program’s development was based on two premises, which are well-supported in the literature. One premise is that interactive videodisk programs increase knowledge and performance more efficiently than do standard methods of instruction. The other is that videotaped modeling of parenting skills is as effective in producing improvements in child behavior, as are parent education discussion groups and parent training with a therapist.
The CD-ROM program is self-administered, highly interactive, and brief, requiring no trained staff for its delivery. Users receives feedback about their choices from the computer, not a person, thus minimizing defensiveness. Controlled evaluations show improvements in knowledge and parenting skills, and reductions in child behavior problems. Many teens moved from the clinical range of behavior problems to the normal range after their mothers used the program. Replication efforts by service providers and universities are underway due to the program’s ease of implementation and evaluation. Gaps in knowledge about this approach include general long-term effects, and, more specifically, how the program will affect ethnically diverse populations, how repetition and use by other family members affects outcomes, and how to overcome mental health professionals’ resistance to the technology. Prevention practice can be improved with this approach since it can be disseminated relatively quickly and inexpensively, with very high treatment integrity. The convenience and lack of stigma can increase participation by parents prior to their becoming distressed by their children’s behavior problems. Existing programs can incorporate and evaluate CD-ROM parent training, while new efforts will be encouraged by such an inexpensive program. Program changes, based upon research feedback, can be incorporated rapidly without the difficulty of retraining program staff.
Family-based prevention programs have demonstrated effectiveness in reducing risk factors for substance abuse. The lack of efficient methods for training staff and insuring treatment integrity and the limited time that program progenitors have for dissemination impede the spread of these programs. Additionally, there are barriers to families who use these programs such as stigma associated with a parent education or mental health approach, transportation and access difficulties, and inability to commit to months of treatment sessions. New developments in technology can surmount most of these barriers. The author describes a video-based interactive CD-ROM for training parents and families in child management and relationship enhancement skills. The program’s development was based on two premises, which are well-supported in the literature. One premise is that interactive videodisk programs increase knowledge and performance more efficiently than do standard methods of instruction. The other is that videotaped modeling of parenting skills is as effective in producing improvements in child behavior, as are parent education discussion groups and parent training with a therapist.
The CD-ROM program is self-administered, highly interactive, and brief, requiring no trained staff for its delivery. Users receives feedback about their choices from the computer, not a person, thus minimizing defensiveness. Controlled evaluations show improvements in knowledge and parenting skills, and reductions in child behavior problems. Many teens moved from the clinical range of behavior problems to the normal range after their mothers used the program. Replication efforts by service providers and universities are underway due to the program’s ease of implementation and evaluation. Gaps in knowledge about this approach include general long-term effects, and, more specifically, how the program will affect ethnically diverse populations, how repetition and use by other family members affects outcomes, and how to overcome mental health professionals’ resistance to the technology. Prevention practice can be improved with this approach since it can be disseminated relatively quickly and inexpensively, with very high treatment integrity. The convenience and lack of stigma can increase participation by parents prior to their becoming distressed by their children’s behavior problems. Existing programs can incorporate and evaluate CD-ROM parent training, while new efforts will be encouraged by such an inexpensive program. Program changes, based upon research feedback, can be incorporated rapidly without the difficulty of retraining program staff.
X. Rolland-Stanar, C., Gordon, D.A., & Carlston, D. (2001). Family violence prevention via school-based CD-ROM parent training. Unpublished manuscript.
A parent education project was designed to reduce family violence in the public and private school system of a major metropolitan area in the Midwest. Parents and their children given an interactive CD-ROM program or videotape (Parenting Wisely) and compared to a group not receiving the program. A total of six public and two parochial schools participated. Public school participants were parents of at risk middle school students. Findings indicated that the families receiving the program reported reduced family violence (violence towards children and spousal violence) three to six moths after receiving the program. Children’s impulsive and hyperactive behavior also improved. The role of improved parental communication and problem solving skills, along with increased responsiveness from the children, was discussed as factors responsible for the reduced violence. Recommendations for reaching more at-risk families that participated in this study were made.
A parent education project was designed to reduce family violence in the public and private school system of a major metropolitan area in the Midwest. Parents and their children given an interactive CD-ROM program or videotape (Parenting Wisely) and compared to a group not receiving the program. A total of six public and two parochial schools participated. Public school participants were parents of at risk middle school students. Findings indicated that the families receiving the program reported reduced family violence (violence towards children and spousal violence) three to six moths after receiving the program. Children’s impulsive and hyperactive behavior also improved. The role of improved parental communication and problem solving skills, along with increased responsiveness from the children, was discussed as factors responsible for the reduced violence. Recommendations for reaching more at-risk families that participated in this study were made.
XI. Gordon, D.A. (2003) Intervening with troubled families: Functional family therapy and Parenting Wisely. In J. McGuire (Ed.) Treatment and Rehabilitation of Offenders. Sussex, England: John Wiley & Sons.
This chapter reviews the risk factors for delinquency, then details the FFT model and the author's 20 year experience with home-based FFT with delinquents. His research on the model is summarized. The development of the PW program is explained, as well as the use of PW as part of a continuum of family interventions.
This chapter reviews the risk factors for delinquency, then details the FFT model and the author's 20 year experience with home-based FFT with delinquents. His research on the model is summarized. The development of the PW program is explained, as well as the use of PW as part of a continuum of family interventions.
XII. Gordon, D.A., & Rolland-Stanar, C. (2003). Lessons learned from the dissemination of Parenting Wisely, A Parent Training CD-ROM. Cognitive and Behavioral Practice, 10, 312-323.
An intervention was developed that did not rely upon trained or experienced service providers for its delivery to families with behavior disordered children and youth. The format is an interactive CD-ROM geared towards low income, single parent families. The very brief intervention offers privacy and engagement unlike traditional methods, and its low cost to implement has enabled it to be disseminated to over 300 agencies in four years. The supporting research showing moderate effect sizes on child problem behavior, both in university and community settings, is described. Dissemination efforts began with the formation of a company for marketing the program through a university business incubation center. Of the agencies using the program, 93 were surveyed as to factors associated with successful implementation. Administrative support and practitioner buy-in, and a commitment to evaluate the program added accountability for client outcomes, all of which accounted for 30-40% of the variance in implementation success. Steps to maintain effective programs are outlined.
An intervention was developed that did not rely upon trained or experienced service providers for its delivery to families with behavior disordered children and youth. The format is an interactive CD-ROM geared towards low income, single parent families. The very brief intervention offers privacy and engagement unlike traditional methods, and its low cost to implement has enabled it to be disseminated to over 300 agencies in four years. The supporting research showing moderate effect sizes on child problem behavior, both in university and community settings, is described. Dissemination efforts began with the formation of a company for marketing the program through a university business incubation center. Of the agencies using the program, 93 were surveyed as to factors associated with successful implementation. Administrative support and practitioner buy-in, and a commitment to evaluate the program added accountability for client outcomes, all of which accounted for 30-40% of the variance in implementation success. Steps to maintain effective programs are outlined.
XIII. Feil, E.G., Gordon, D.A., Waldron, H., Jones, L.B., & Widdop, C. (2011) The Family Psychologist, 27(22), 22-26. Development and Pilot Testing of an Internet-based Parenting Education Program for Teens and Pre-Teens: Parenting Wisely
Abstract
The delivery of behavioral parent training (BPT) for disruptive behavior is often hampered by lack of access to validated programs, the high cost of professional facilitators, and time and travel by parents to attend meetings (Spoth & Redmond, 2000). Such obstacles are compounded in ethnic minority populations with access to culturally sensitive interventions (Amaro, et al., 2006; Carroll et al., 2007). Our research group capitalized on the meteoric rise in the use of the internet (Madden, 2006) to offer one BPT program, Parenting Wisely (PW; Gordon, 2000) to Hispanic, African-American & non-Hispanic White parents.
Methods
Families of youth with a score in the clinical range (over 15) on the Eyberg Child Behavior Inventory were recruited from family service agencies, middle schools and online announcements. Parent reported race was as follows: 27% Hispanic or Latino; 35% African-American; 32% White; 2% Asian; 1% American Indian; 1% Native Hawaiian; 4% other; 25% not reported. Most parents accessed the program at home (95%) with work, library and community resource agency providing access for 5%.
Results
Examining gains from baseline to post assessment, all measures of child behavior reported by the parent improved: the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997; t=3.91, p<.001) and the Parenting Sense of Competence Scale (PSOC; Gibaud-Wallston & Wandersman, 1978; Johnston & Mash, 1989). Satisfaction subscales increased significantly (t=-3.01, p<.01) from 35.17 (SD=8.78) to 37.67 (SD=8.72). The effects are all in the expected direction showing significant improvements in parent reported child behavior and parenting.
Overall satisfaction with the program was high and parents found the program easy to understand and easy to use.
The results of this pilot study of the revised Parenting Wisely (PW) program were very encouraging. All measures of parent reported (a) child behavior and (b) parenting showed good prosocial gains after receiving the revised PW program. The high level of satisfaction and usability supports the likelihood that parents like to use PW online and will be motivated to use it. As practitioners are keenly aware, there are major obstacles to delivering parent training, including the lack of medical coverage, absence of public or reliable transportation, lack of child care, and difficulty leaving work, scheduling conflicts and missed appointments, and the ever increasing cost of travel. In addition, the lack of professionals is especially problematic in rural areas. Delivery of the parenting program via Internet increases accessibility by overcoming obstacles to parent participation and decreasing the costs of intervention.
Abstract
The delivery of behavioral parent training (BPT) for disruptive behavior is often hampered by lack of access to validated programs, the high cost of professional facilitators, and time and travel by parents to attend meetings (Spoth & Redmond, 2000). Such obstacles are compounded in ethnic minority populations with access to culturally sensitive interventions (Amaro, et al., 2006; Carroll et al., 2007). Our research group capitalized on the meteoric rise in the use of the internet (Madden, 2006) to offer one BPT program, Parenting Wisely (PW; Gordon, 2000) to Hispanic, African-American & non-Hispanic White parents.
Methods
Families of youth with a score in the clinical range (over 15) on the Eyberg Child Behavior Inventory were recruited from family service agencies, middle schools and online announcements. Parent reported race was as follows: 27% Hispanic or Latino; 35% African-American; 32% White; 2% Asian; 1% American Indian; 1% Native Hawaiian; 4% other; 25% not reported. Most parents accessed the program at home (95%) with work, library and community resource agency providing access for 5%.
Results
Examining gains from baseline to post assessment, all measures of child behavior reported by the parent improved: the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997; t=3.91, p<.001) and the Parenting Sense of Competence Scale (PSOC; Gibaud-Wallston & Wandersman, 1978; Johnston & Mash, 1989). Satisfaction subscales increased significantly (t=-3.01, p<.01) from 35.17 (SD=8.78) to 37.67 (SD=8.72). The effects are all in the expected direction showing significant improvements in parent reported child behavior and parenting.
Overall satisfaction with the program was high and parents found the program easy to understand and easy to use.
The results of this pilot study of the revised Parenting Wisely (PW) program were very encouraging. All measures of parent reported (a) child behavior and (b) parenting showed good prosocial gains after receiving the revised PW program. The high level of satisfaction and usability supports the likelihood that parents like to use PW online and will be motivated to use it. As practitioners are keenly aware, there are major obstacles to delivering parent training, including the lack of medical coverage, absence of public or reliable transportation, lack of child care, and difficulty leaving work, scheduling conflicts and missed appointments, and the ever increasing cost of travel. In addition, the lack of professionals is especially problematic in rural areas. Delivery of the parenting program via Internet increases accessibility by overcoming obstacles to parent participation and decreasing the costs of intervention.
