Patient Compliance
Conditions
Brief summary
This study evaluated the effectiveness of strategies for engaging parents into parenting programs. Engagement strategies included a booklet showing testimonial quotes and photos from prior participants, a recommendation to attend for the child's teacher, and a motivational call from the parenting program provider. It was hypothesized that the combination of engagement strategies would increase attendance at a parenting intervention compared to receiving only a promotional brochure and research interview.
Interventions
This was a manualized, 20-minute call from the Triple P Positive Parenting Program provider to a parent in which the provider elicited the parent's child-focused goals and showed how the parent's goals could be addressed by Triple P. The provider also helped the parent problem solve barriers to attendance and develop an action plan to handle common barriers (e.g., scheduling conflicts) as well as set session reminders.
OTHERPromotional Brochure
Promotional brochure with information about the Triple P Positive Parenting Program and an enrollment form.
OTHERFamily Testimonial Flyer
Flyer that included quotes and photos from parents who had previously participated in the Triple P Positive Parenting Program and/or their children who participated in the free childcare.
OTHERTeacher Endorsement
Brief conversation between the parent and their child's teacher in which the teacher told the parent about the benefits of participating in the Triple P Positive Parenting Program and recommended the parent attend.
Sponsors
J.B. Sutton Elementary School
Arizona State University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Subject)
Masking description
single-blind masking
Intervention model description
Participants were randomly assigned to one of two conditions: 1) promotional brochure plus an attention-control research interview or 2) Package Engagement Package
Eligibility
Sex/Gender
FEMALE
Healthy volunteers
Yes
Inclusion criteria
* Is the biological or adoptive mother of a child in kindergarten or 3rd grade at the participating school (i.e., target child); * The target child lived with the mother at least half of the time; * The mother spoke English or Spanish;
Exclusion criteria
* The target child changed schools; * The mother reported the target child would be changing schools during the school year; * The target child attended one of the participating schools during a previous cohort of the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parenting Intervention Attendance | Attendance was recorded by Triple P providers at each session, once per week for 8 weeks | Number of sessions a caregiver from a student's family attended the parenting intervention, the Triple P Positive Parenting Program |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Parenting Intervention Enrollment | from the date engagement strategies commenced until the date the Triple P Positive Parenting Program began, up to 7 weeks | Whether or not a family enrolled in the Triple P Positive Parenting Program by completing an enrollment form or answering 'yes' to an enrollment question during the provider engagement call or attention-control research interview |
| Parenting Intervention Homework Completion | collected once per week for 7 weeks, at the beginning of each Triple P Positive Parenting Program sessions 2 through 8 | Caregiver report of completion of Triple P Positive Parenting Program assignments between sessions |
| Parenting Intervention Session Involvement | collected once per week for 8 weeks, after each Triple P Positive Parenting Program session | Provider reports of the extent to which a caregiver actively participated in each Triple P Positive Parenting Program session attended |
| Child Behavior Problems | collected 1 week before Triple P session 1 and at Triple P post-test, which was 9 weeks after the first behavior reports were collected | Teacher report of child behavior in the classroom |
Countries
United States
Outcome results
None listed