Attendance and Implementation of Strategies in a Behavioral Parent‐training Program
Comparisons Between English and Español Programs
Bibliographic Data
| ID | 11276523 |
|---|---|
| Authors | Julia Ogg (0000-0001-7187-1178, University of South Florida, corresponding author), Emily Shaffer‐Hudkins (0000-0001-5211-282X, University of South Florida), Jillian Childres (University of South Florida), Marissa Feldman (University of Illinois Chicago), Marissa A Feldman (0000-0003-0981-250X, University of Illinois Chicago), Heather Agazzi (0000-0001-5389-2311, University of South Florida), Kathleen Armstrong (0009-0005-2854-1970, University of South Florida) |
| Year | 2014 |
| Volume | 35 |
| Issue | 6 |
| Pages | 555-564 |
| Publication date | 2014-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Infant Mental Health Journal (JOURNAL) |
| Journal identifiers | ISSN: 0163-9641 • E-ISSN: 1097-0355 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/imhj.21470 |
| PMID | 25798505 |
| OpenAlex | W1568934941 |
| Language | EN |
| References cited | 30 |
Low levels of attendance and implementation of strategies in behavioral parent‐training programs may limit their impact. The purpose of this study was to examine attendance and implementation across a behavioral parent‐training program delivered in English and Español. Participants included parents ( n = 739) of young children who attended a behavioral parent‐training program. The mean number of sessions attended for the entire sample was 4.46 ( SD = 1.66, range = 1–6) of six sessions, and the mean number of strategies implemented was 17.66 ( SD = 11.43, range = 0–35) of a possible 35. There were no significant differences across the number of sessions attended among the participants in the English ( M = 4.45) and Español versions ( M = 4.48) of the course, t (737) = −0.20, p = .85. There also were no significant differences between the English ( M = 17.97) and Español ( M = 16.87) versions for the number of Tip Trackers completed, t (737) = 1.18, p = .24. Only child diagnosis predicted parent attendance in the English group. Implications for research and practice are discussed
Attendance · Geography · Medical education · Political science · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Medicine · Psychology
Research with Hispanic Populations
Issues in Disseminating and Replicating Effective Prevention Programs
A meta-analysis of parent training
Family experience of barriers to treatment and premature termination from child therapy.
Access Barriers to Health Care for Latino Children
Predictors of parent training efficacy for child externalizing behavior problems – a meta‐analytic review
Evidence-Based Psychosocial Treatments for Children and Adolescents With Disruptive Behavior
Dropping out of treatment
Adaptation of a behavioral parent‐training curriculum for Hispanic caregivers
| Citation velocity | historical |
|---|---|
| Highly cited | No |