Technology in Parenting Programs: A Systematic Review and Pilot Study of an App-Based Intervention for Latinx Families

Technology and psychological treatments have increasingly been used together to increase the reach of psychotherapy and potentially reduce treatment costs. This research focused on how technology has been used to deliver or facilitate treatments focused on behavioral parent training. Behavioral parent training is a research-supported method of improving parenting skills and child behavior. We first reviewed any existing research on the topic, and found that treatments that used technology to teach parenting skills were generally successful at improving parent and child behavior. The review also identified many research questions that have yet to be answered about the cost of such interventions, how they work with diverse groups of people, and what makes someone likely to stay with the treatment. The next study in this research project tested a shortened version of a technology-based treatment adapted from a group-based manual that was created for Spanish-speaking families. The program was called Padres Preparados Online (Prepared Parents Online), and it taught three parenting skills on a system that was available online or using an app. Parent coaching, typically carried out in in-person groups or on the phone, was also conducted online. Parents uploaded videos of themselves to an online system and the therapist would record and post video, audio, and text coaching comments to support parents in strengthening the skills they were learning. Results showed that parents and children improved in a variety of ways, ranging from decreased problematic child behavior to decreased parenting stress. This study demonstrated that technology can be used to deliver a parenting program to Latinx families, and helped the study team identify limitations and questions for future research. This research was financially supported by the Utah State University Psychology Department and Emma Eccles Jones College of Education and Human Services

Management Issues: Large effect sizes do not mean most people get better - clinical significance and the importance of individual results

Background: This paper seeks to compare group statistical analysis with effect size, group measures of clinical significance (Reliable Change Index and normative comparison), and individual analysis of clinical significance. Method: Measures of variables important to parenting and child behavior improvement (Parenting Scale, Eyberg Child Behavior Inventory, and Parenting Stress Index [PSI]) were administered pre and post for a 9‐ to 10‐week group Behavioral Parent Training Intervention. Analysis compares traditional group statistical significance testing with group measure of clinical significance and individual analysis of clinical significance. Results: All three measures demonstrated statistically significant differences from pre to post, with large effect sizes. Group measures of clinical significance, however, demonstrated meaningful change only on the PSI, while individual analysis showed improvements of 54% of participants at best and 0% at worst. Conclusions: Individual analysis of clinical significance provides valuable information in treatment outcomes and should be included as a standard practice in outcomes research

Time out for sibling aggression: An analysis of effective durations in a natural setting

Time-out is a ubiquitous strategy to reduce problem behaviors. The current study sought to find the shortest effective duration(s) of time-out for sibling aggression in a community sample of girls ages 3–7. All participants reached a minimum reduction in sibling aggression of 60% after experiencing a 1-minute time-out. The majority (75%) of participants also demonstrated clear reversals of behavior when returned to the baseline condition. The current findings suggest that a 1-minute time-out may be sufficient for low-level sibling aggression in children as old as seven. Limitations include the presence of a graduate assistant during sibling play and unclear generalizability

Time-out for sibling aggression: An analysis of effective durations for typically developing children in a natural setting

Past research has investigated parameters of time-out such as duration, mostly with individuals with developmental disabilities. Existing research and popular parenting sources do not coincide in terms of the suggested duration of time-out. The current study sought to find the shortest effective duration(s) of time-out necessary to reduce sibling aggression in eight typically developing girls ages 3-7. The intervention took place in participants’ homes using a minute-by-minute incremental increase and reversal design. All participants reached a minimum reduction in sibling aggression of 60% after experiencing a 1-min time-out. The majority (75%) of participants also demonstrated clear reversals of behavior when returned to the baseline condition. The current findings suggest that a 1-min time-out may be sufficient for children as old as 7— contrary to the common 1-min per year of age rule. Limitations include the presence of a graduate assistant during sibling play and some loss of experimental control in the natural setting. Future research should seek to replicate the current methodology with the same population and populations of different ages and developmental levels

Time-out for sibling aggression: An analysis of effective durations for typically developing children in a natural setting

Past research has investigated parameters of time-out such as duration, mostly with individuals with developmental disabilities. Existing research and popular parenting sources do not coincide in terms of the suggested duration of time-out. The current study sought to find the shortest effective duration(s) of time-out necessary to reduce sibling aggression in eight typically developing girls ages 3-7. The intervention took place in participants’ homes using a minute-by-minute incremental increase and reversal design. All participants reached a minimum reduction in sibling aggression of 60% after experiencing a 1-min time-out. The majority (75%) of participants also demonstrated clear reversals of behavior when returned to the baseline condition. The current findings suggest that a 1-min time-out may be sufficient for children as old as 7— contrary to the common 1-min per year of age rule. Limitations include the presence of a graduate assistant during sibling play and some loss of experimental control in the natural setting. Future research should seek to replicate the current methodology with the same population and populations of different ages and developmental levels

Management Issues: Large effect sizes do not mean most people get better - clinical significance and the importance of individual results

Background: This paper seeks to compare group statistical analysis with effect size, group measures of clinical significance (Reliable Change Index and normative comparison), and individual analysis of clinical significance. Method: Measures of variables important to parenting and child behavior improvement (Parenting Scale, Eyberg Child Behavior Inventory, and Parenting Stress Index [PSI]) were administered pre and post for a 9‐ to 10‐week group Behavioral Parent Training Intervention. Analysis compares traditional group statistical significance testing with group measure of clinical significance and individual analysis of clinical significance. Results: All three measures demonstrated statistically significant differences from pre to post, with large effect sizes. Group measures of clinical significance, however, demonstrated meaningful change only on the PSI, while individual analysis showed improvements of 54% of participants at best and 0% at worst. Conclusions: Individual analysis of clinical significance provides valuable information in treatment outcomes and should be included as a standard practice in outcomes research