How early individual characteristics and family environment interact in the development and prevention of externalizing problems across early school years

Using a randomized control trial to test developmental models of individual factors by environment interaction in the prediction of externalizing psychopathology across early school years

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

ISRCTN

Registry ID

ISRCTN17624073

Enrollment

250

Registered

2016-09-01

Start date

2016-09-06

Completion date

Unknown

Last updated

2019-01-14

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Externalising disorders Mental and Behavioural Disorders Externalising disorders

Interventions

Once parents consent to the study, they will complete a baseline questionnaire and assessment and be randomised to an intervention or control condition (simple randomization, at a ratio of 1:1) using

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: 1. Parent-child dyads who have taken part in the “Découvrir, Développer, Devenir” (3D) Study (a large pregnancy study that collected data across pregnancy and the first two years of the child’s life of 1594 mothers and their children. IRNPQEO: http://www.irnpqeo.ca/) 2. Children who score low on parent-reported self-regulation at 2 years of age (i.e. score below the mean reported in the 3D sample)

Exclusion criteria

Exclusion criteria: Not meeting inclusion criteria

Design outcomes

Primary

Measure	Time frame
Externalizing symptoms (i.e., conduct disorder, Attentional Deficit and Hyperactivity Disorder (ADHD) and Oppositional Defiance Disorder (ODD) symptoms) are measured using the Strengths and Difficulties Questionnaire (SDQ) and the Social Behavior Questionnaire, rated by the parent and another person “most knowledgeable of the child outside the family” (e.g. teachers) at baseline and 6 months.	—

Secondary

Measure	Time frame
1. Child temperament is measured by parent-reported Children’s Behavior Questionnaire at baseline and 6 months 2. Child mental health is measured by parent-reported Child Behavior checklist at baseline and 6 months 3. Response inhibition is assessed by an online version of the Flanker test of the NIH Toolbox (www.nihtoolbox.org) at baseline and 6 months 4. School-engagement and performance is measured using homeroom teacher-reports at baseline and 6 months 5. Parent-child relationship and parenting styles and stress are assessed with the Block Child Rearing Practices Report, the Parenting Stress Index—Short Form and the Perceived Stress Scale at baseline and 6 months	—

Measure

Time frame

1. Child temperament is measured by parent-reported Children’s Behavior Questionnaire at baseline and 6 months 2. Child mental health is measured by parent-reported Child Behavior checklist at baseline and 6 months 3. Response inhibition is assessed by an online version of the Flanker test of the NIH Toolbox (www.nihtoolbox.org) at baseline and 6 months 4. School-engagement and performance is measured using homeroom teacher-reports at baseline and 6 months 5. Parent-child relationship and parenting styles and stress are assessed with the Block Child Rearing Practices Report, the Parenting Stress Index—Short Form and the Perceived Stress Scale at baseline and 6 months

—

Countries

Canada

Outcome results

None listed

Source: ISRCTN (via WHO ICTRP) · Data processed: Feb 4, 2026