Patient Compliance
Conditions
Brief summary
This study tests the effectiveness of different strategies for engaging parents into an evidence-based parenting skills intervention, the Triple P Positive Parenting Program, offered universally to parents of children attending one of six public elementary schools.
Detailed description
Parenting skills programs have been shown to help prevent youth substance use and mental health disorders. Unfortunately, few parents participate in parenting programs when given the opportunity. Thus, developing effective strategies to increase engagement in effective preventive parenting interventions is essential for these programs to have a significant public health impact. The purpose of this study is to identify parent engagement strategies that increase participation in effective parenting programs and consequently improve parenting practices and children's well-being.
Interventions
OTHEREnrollment Flyer
Enrollment flyer that provided information about the Triple P Positive Parenting Program and an enrollment form.
OTHERTestimonial Booklet
Booklet 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, as well as an enrollment form.
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 that the parent attend. The teacher also gave the parent a brochure that gave information about the Triple P program and an enrollment form.
This was a manualized, 15-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 anticipate and problem solve possible barriers to attendance.
Sponsors
National Institute on Drug Abuse (NIDA)
Mesa Public Schools
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 are randomly assigned to one of five conditions: 1) enrollment flyer only; 2) enrollment flyer + testimonial booklet; 3) enrollment flyer + teacher endorsement; 4) enrollment flyer + provider engagement call; or 5) all four engagement strategies.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Is a caregiver of a child in kindergarten, 1st, 2nd or 3rd grade at a participating school (i.e.,target child); * The target child lives with the caregiver at least half of the time; * The caregiver speaks English or Spanish; * The caregiver is listed as one of the target child's parents/guardians in the school's records.
Exclusion criteria
* The target child is in a self-contained classroom due to cognitive or emotional disabilities; * The caregiver is a kindergarten, 1st, 2nd or 3rd grade teacher at a participating school; * The target child attended one of the participating schools during a previous cohort of the study; * The caregiver is participating in a competing parenting program at the school, the Intensive Family Literacy program.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parenting Intervention Attendance | Attendance at the Triple P Positive Parenting Program was collected 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. |
| 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 | group leader reports of the extent to which a caregiver actively participated in each Triple P Positive Parenting Program session attended |
| Child Behavior Problems | collected at baseline and at Triple P post-test, an average of 7 months after baseline | parent and teacher reports of child behavior problem frequency and intensity |
| Parenting Skills | collected at baseline and at Triple P post-test, an average of 7 months after baseline | parent report of parenting warmth and discipline |
Countries
United States
Outcome results
None listed