Will Parent Training Reduce Abuse, Enhance Development, and Save Money? Let's Find Out

Outlines a strategy for testing the feasibility of community-developed parent training initiatives to prevent child abuse and neglect. Calls for a federal grant program to test community-wide implementation of parent training programs in stages

Parental Functioning in Families for Behavioral Parent Training and Importance of Clinically Meaningful Change

Objective/Method: Statistically significant and clinically meaningful effects of behavioral parent training on parental functioning were examined for 20 children with ADHD and their parents who had successfully completed a psychosocial treatment for ADHD. Results/Conclusion: Findings suggest that behavioral parent training resulted in statistically significant improvements in some domains of parenting behavior for both mothers and fathers and in reductions in most domains of parenting stress for mothers. Importantly, clinically meaningful change also was noted for these parental functioning areas, as well as for other domains of parental functioning that did not result in statistically significant findings. Clinical implications are discussed

Foster Parent Training for the Delivery of Independent Living Skills

Master's Project (M.Ed.) University of Alaska Fairbanks, 2013Although training is made available to foster parents when they volunteer to share their homes with children in need, the required ten hours for single parents and fifteen hours for coupled parents does not provide enough training for foster parents who are working with youth preparing for independent living to give them the skills they need to succeed. There are many programs designed for youth, but fewer programs are readily available in Fairbanks, Alaska to teach foster parents how to deliver the skills to the youth. Youth leaving foster care continue to have lower outcomes in education, employment, housing, and fiscal management after exiting foster care than children who were raised in traditional homes. The outcome of this literature review is a pamphlet that will assist agencies in educating the parents of foster youth aging out of the foster care system. It will also provide quick access to resources and learning centers that offer training opportunities for foster parents working with youth preparing for independent living

Effect of Parent Training on Adaptive Behavior in Children With Autism Spectrum Disorder and Disruptive Behavior: Results of a Randomized Trial

Objective This study examined the impact of parent training on adaptive behavior in children with autism spectrum disorder (ASD) and disruptive behavior. Methods This was a 24-week, 6-site, randomized trial of parent training versus parent education in 180 children with ASD (aged 3−7 years; 158 boys and 22 girls) and moderate or greater behavioral problems. Parent training included specific strategies to manage disruptive behavior over 11 to 13 sessions, 2 telephone boosters, and 2 home visits. Parent education provided useful information about autism but no behavior management strategies over 12 core sessions and 1 home visit. In a previous report, we showed that parent training was superior to parent education in reducing disruptive behavior in young children with ASD. Here, we test whether parent training is superior to parent education in improving daily living skills as measured by the parent-rated Vineland Adaptive Behavior Scales II. The long-term impact of parent training on adaptive functioning is also presented. Results At week 24, the parent training group showed a 5.7-point improvement from baseline on the Daily Living domain compared to no change in parent education (p = .004; effect size = 0.36). On the Socialization domain, there was a 5.9-point improvement in parent training versus a 3.1-point improvement in parent education (p = .11; effect size = 0.29). Gains in the Communication domain were similar across treatment groups. The gain in Daily Living was greater in children with IQ of >70. However, the interaction of treatment-by-IQ was not significant. Gains in Daily Living at week 24 were maintained upon re-evaluation at 24 weeks posttreatment. Conclusion These results support the model that reduction in disruptive behavior can lead to improvement in activities of daily living. By contrast, the expected trajectory for adaptive behavior in children with ASD is often flat and predictably declines in children with intellectual disability. In the parent training group, higher-functioning children achieved significant gains in daily living skills. Children with intellectual disability kept pace with time

Trivial Transfer Learning for Low-Resource Neural Machine Translation

Transfer learning has been proven as an effective technique for neural machine translation under low-resource conditions. Existing methods require a common target language, language relatedness, or specific training tricks and regimes. We present a simple transfer learning method, where we first train a "parent" model for a high-resource language pair and then continue the training on a lowresource pair only by replacing the training corpus. This "child" model performs significantly better than the baseline trained for lowresource pair only. We are the first to show this for targeting different languages, and we observe the improvements even for unrelated languages with different alphabets.Comment: Accepted to WMT18 reseach paper, Proceedings of the 3rd Conference on Machine Translation 201

Group-Based Parent Training Interventions for Parents of Children with Autism Spectrum Disorders: a Literature Review

© 2018, Springer Science+Business Media, LLC, part of Springer Nature. Parents of children with autism spectrum disorders should have access to interventions to help them understand and support their child. This literature review examines the existing evidence for group-based parent training interventions that support parents of children with autism. From the literature, core intervention processes and outcomes are identified and include parenting and parent behaviour, parent health, child behaviour and peer and social support. Results show a positive trend for intervention effectiveness, but findings are limited by low-quality studies and heterogeneity of intervention content, outcomes and outcome measurement. Future research should focus on specifying effective intervention ingredients and modes of delivery, consistent and reliable outcome measurement, and improving methodological rigour to build a more robust evidence base

Lessons Learned from Juntos Y Saludables Peer-Led Parent Education

Purpose: The objective of this study was to assess the quality of training received by peer educators in the Juntos y Saludables (Get Healthy Together) program. Juntos y Saludables is a multi-component childhood obesity prevention program for Head Start. Method: This study applied the peer led education approach to provide parents with education regarding healthy growth among their children. Seven parents were recruited through teachers, other parents, and the Parent Leadership Institute at a local Head Start center. Faculty and graduate assistants from local universities provided training to the parent educators in both English and Spanish. Training sessions were conducted the week of each new parent education session, with one booster training after spring break (7 training sessions in total). The parent educators were trained to: (1) encourage the Head Start parents to participate in the sessions, (2) explain the health messages, and (3) answer any questions the parents had. A focus group was conducted at the end of the program, with all seven parent educators, to assess their feedback about the training they received. Results: The peer parent educators reported that they became educators to improve children’s health. They were satisfied with the training methods and felt that they learned a lot of information regarding nutrition and physical activity recommendations for their children. They also reported feeling comfortable delivering health information to other parents. Parent educators appreciated that they could work together (e.g., in bilingual pairs) to provide the health education to parents in both English and Spanish. The peer parent education training session attendance was high-71% and greater. Conclusions: Most peer parent educators felt comfortable and confident delivering the material as the program progressed. Earlier training might assist the parent educators to have greater familiarity with content prior to the first session. Educators also created strategies to deal with situations that arose during the sessions (e.g. crowd control, parents requesting extra bags). Future training can include suggested strategies to handle similar situations

Developing and evaluating a lay health worker delivered implementation intervention to decrease engagement disparities in behavioural parent training: a mixed methods study protocol.

IntroductionBehavioural parent training (BPT) programmes are effective in preventing and treating early-onset conduct problems and child maltreatment. Unfortunately, pervasive mental health service disparities continue to limit access to and engagement in these interventions. Furthermore, challenges with parental engagement can impede the successful implementation of evidence-based practices (EBPs) in community settings that serve low-income, ethnic minority families. Lay health workers (LHWs)-individuals without formal mental health training-represent an important workforce to increase engagement, as they are members of the communities they serve. However, the mobilisation of LHWs has not been well studied as an implementation strategy to extend the reach or effectiveness of EBPs in the USA. LHW-delivered implementation interventions that specifically support the engagement of Latinx parents in evidence-based BPT programmes have the potential to improve clinical and implementation outcomes.Methods and analysisA community-partnered approach will use the Quality Implementation Framework (QIF) to tailor and implement an LHW-delivered implementation intervention that aims to promote Latinx parent engagement in BPT programmes. Steps from the QIF will guide study activities to (1) conduct a mixed methods needs assessment to fit the implementation intervention to the local context, (2) adapt LHW-delivered implementation strategies to promote parent access to and engagement in Parent-Child Interaction Therapy and (3) conduct a hybrid effectiveness-implementation pilot trial to examine the feasibility, acceptability and preliminary effectiveness of the LHW implementation intervention at increasing engagement.Ethics and disseminationStudy procedures have been approved by the Institutional Review Board at the University of California, Santa Barbara. Results will be shared with the community-advisory group, at community-based meetings for other stakeholders involved in the pilot project, and submitted for publication in peer-reviewed journals