Online‐delivered parenting intervention for young children with disruptive behavior problems

A noninferiority trial focused on child and parent outcomes

Dados Bibliográficos

ID21344562
AutoresRonald J Prinz (0000-0002-8184-420X, Department of Psychology University of South Carolina Columbia SC USA, autor correspondente), Carol W Metzler (0000-0003-0734-2225, Oregon Research Institute Eugene OR USA), Matthew Sanders (0000-0003-3479-6337, The University of Queensland), Matthew R Sanders (School of Psychology The University of Queensland St Lucia Qld Australia), Julie C Rusby (0000-0003-4514-0552, Oregon Research Institute Eugene OR USA), Chao Cai (0000-0002-8596-8357, Department of Psychology University of South Carolina Columbia SC USA)
Ano2022
Volume63
Fascículo2
Páginas199-209
Data de publicação2022-02-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Child Psychology and Psychiatry (JOURNAL)
Identificadores do periódicoISSN: 0021-9630 • E-ISSN: 1469-7610
EditoraWiley (PUBLISHER • GB)
DOI10.1111/jcpp.13426
PMID33829499
OpenAlexW3150171208
IdiomaEN
Citações recebidas9
Referências citadas44

BACKGROUND: This study evaluated whether an evidence-based parenting intervention, when delivered online, could effectively address disruptive behavior problems in young children and yield outcomes comparable to in-person delivery of the same intervention. METHODS: Families (n = 334) of children (3-7 years; 63% White, 22% African American, 15% other races; 63% male) with disruptive behavior problems were randomized to online-delivered intervention (ODI) or staff-delivered intervention (SDI), resulting in baseline and demographic equivalence. Primary outcome measures for child disruptive behavior (independent observation, parent report) and secondary outcome measures of parenting and family impact were assessed at baseline, postintervention, and follow-up. Conducted using intent-to-treat (ITT) as well as per-protocol (PP) methods, noninferiority analyses, which drew on an HLM framework with repeat measures across three timepoints and on REML to provide unbiased estimates of model parameters, tested whether the outcome-difference CI did not exceed the a priori noninferiority margin. RESULTS: For ITT and PP analyses, the ODI was found to be noninferior to the SDI on the primary outcome: independently observed child disruptive behavior and parent-reported child behavior problems. The pattern for secondary outcomes was more varied: (a) noninferiority for observed positive and aversive parenting; (b) noninferiority for observed quality of parent-child relationship at post but not follow-up assessment; (c) noninferiority for parent-reported inappropriate/inconsistent discipline for PP but not ITT analyses; and (d) noninferiority not confirmed for parenting daily hassles and adverse family quality of life, despite large effect sizes for the ODI (Cohen's d .75-1.07). Finally, ODI noninferiority was found for teacher-reported child disruptive behavior. CONCLUSIONS: The tested online-delivered parenting intervention demonstrated clear noninferiority with the corresponding staff-delivered parenting intervention on the primary outcome, child disruptive behavior problems, and reflected substantial though nonuniform noninferiority and meaningful effect sizes for secondary outcomes related to parenting and family. Future research will guide optimization of online interventions

Developmental psychology · Intervention (counseling) · Parent training · Psychiatry · Psychotherapist · Randomized controlled trial · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Family and Disability Support Research · Medicine · Psychology