Childhood Disruptive Behavior Problems
Conditions
Keywords
behavior problems, children, prevention, television, media, parenting
Brief summary
Researchers are developing and experimentally evaluating two variants of a 10-episode, brief (12 minutes per episode), infotainment-style television series targeted at parenting practices, to determine the potential value of television for bringing evidence-based parenting practices to parents. The study compares an information-only version of the television series against an enhanced version that is designed to actively promote parents' adoption of the targeted strategies. Both versions of the series are compared against a waitlist control group. The media series is derived from the Triple P Positive Parenting Program.
Detailed description
The mass media, and television in particular, hold significant potential as part of a population-wide strategy for bringing evidence-based parenting practices to a broad range of parents experiencing challenges raising their children. The potential of television for affecting parenting has received very little research attention, however; thus, little is known about how media messages to affect parenting practices might be optimally designed. This study will develop and experimentally evaluate two variants of a 10-episode, brief (12 minutes per episode), infotainment-style television series targeted at parenting practices, derived from the Triple P-Positive Parenting Program (Sanders, 1999). A sample of 300 families of children ages 3-6 years with somewhat elevated disruptive behavior problems will be randomized to (a) receive a standard information-only version of the series that includes only modeling and demonstration of target parenting skills, (b) receive an enhanced behavior activation version of the series designed to actively promote parental behavior change, through elements addressing attributions, self-efficacy and expectancies, social support, and emotional reactivity, or (c) a waitlist control group. Measures of parents' parenting practices, cognitions, affect, and social support, and children's disruptive behavior problems, will be obtained at baseline, post-intervention, and 6-month follow-up. The relative efficacy of the standard and enhanced versions of the Triple P Media Series in improving these outcomes will be examined, as well as moderators of these effects, such as baseline level of behavior problems and parental stress. This study will further our understanding of the potential value of television programming for improving parenting practices.
Interventions
BEHAVIORALTriple P Media Series -- Standard Information-Only version
10 episodes, 12 minutes per episode, 2 episodes viewed per week for a total of 5 weeks. Demonstrates parenting practices for effectively handling a range of difficult child behaviors.
BEHAVIORALTriple P Media Series -- Enhanced Behavior Activation version
10 episodes, 12 minutes per episode, 2 episodes viewed per week for a total of 5 weeks. Demonstrates parenting practices for effectively handling a range of difficult child behaviors; includes specific content elements designed to promote parents' adoption of the targeted parenting skills
Sponsors
National Institute on Drug Abuse (NIDA)
Oregon Research Institute
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
20 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* parent(s) living with a child 3 to 6 years old * child scores 1 or more standard deviations above the mean on the Eyberg Child Behavior Inventory * English speaking * parent at least 20 years old
Exclusion criteria
* currently receiving any other structured parenting intervention (home visits, parenting classes, individual parent training, family therapy) * father-only households
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Child problem behavior: measured by the Eyberg Child Behavior Inventory (Eyberg & Ross, 1978), phone interview, and observation coding from a structured lab task procedure | baseline, immediate post, 6-month follow-up |
| Problematic parenting practices: measured by the Parenting Scale (Arnold et al., 1993), phone interview, and observation coding from a structured lab task procedure | baseline, immediate post, 6-month follow-up |
Secondary
| Measure | Time frame |
|---|---|
| Parent knowledge: Triple P Parenting Quiz | baseline, immediate post, 6-month follow-up |
| Parental attributions for child misbehavior: Parent's Attributions for Child's Behavior Measure (Pidgeon & Sanders, 2004) | baseline, immediate post, 6-month follow-up |
| Parental self-efficacy: Problem Behavior and Setting Checklist (Sanders & Wooley, 2005) | baseline, immediate post, 6-month follow-up |
| Parental stress: Depression Anxiety Stress Scale, Short Form (Lovibond & Lovibond, 1995) | baseline, immediate post, 6-month follow-up |
Countries
United States
Outcome results
None listed