Child Behavior, Emotional Adjustment, Parent-Child Relations, Parenting Practices, Self Efficacy, Sleep Problems, Stress
Conditions
Keywords
Feasibility, Satisfaction, Usability
Brief summary
After development of the prototype Bedtime Routine module of the Talk Parenting program, the investigators will evaluate its feasibility and initial efficacy in a within-subjects pre-post design study. Through recruitment partner agencies, the investigators will recruit a sample of 49 at-risk families (49 primary parents, 49 target children). Primary parents will be assessed at enrollment via online an questionnaire, then provided an Amazon Echo Dot and asked to use the Bedtime Routine module for 4 weeks. They will then be re-assessed with the online questionnaire at 4 weeks (at treatment completion). Although children were considered enrolled participants that actively participate in the intervention, we obtained no assessment data from the children themselves.
Detailed description
Parents provide consent for their own participation, as well as the participation of their target child (their child aged 3-5 years who presents the most behavioral challenges). After consent, primary parents complete the baseline (T1) questionnaire via the Qualtrics online assessment platform and then are provided an Echo Dot with the Bedtime Routine module enabled. After 4 weeks post-baseline, they are administered the T2 questionnaire. This design allows evaluation of T1-T2 change and satisfaction/usability of the Bedtime Routine prototype module. Although children were considered enrolled participants that actively participate in the intervention, we obtained no assessment data from the children themselves. T1 and T2 questionnaires measure primary parents' parenting practices, self-efficacy, and stress; children's behavior, emotional adjustment, and sleep problems; and the parent-child relationship. The T2 questionnaire also contains measures of parent satisfaction, acceptability, and usability of the Talk Parenting skill, as well as any difficulties experienced, or problems made worse. Demographics are collected at T1. T1 and T2 questionnaires are administered via Qualtrics, an online assessment tool. Project staff follow-up with parents as needed to encourage questionnaire completion in a timely manner. Parents are paid $20 per assessment. Families are provided an Echo Dot device with the Talk Parenting skill already enabled using a research Amazon account created for each family. The Echo Dot devices are paired with portable auxiliary battery packs to enable mobile use within the home, so that the device can be carried from room to room during execution of the bedtime routine. The devices are preconfigured by project staff onto research Amazon accounts. All families are provided a pre-configured wifi adaptor that creates a wifi network specific for the Echo Dot device to connect to. After the baseline assessment (T1), primary parents are mailed their Echo Dot device, portable auxiliary battery pack, wifi adaptor, and set-up instructions; staff provide follow-up phone support as needed. Usage data show whether families have used the device; project staff contact the parents to assist set up if parents have not enabled/used the device within 2 weeks. To ensure exposure to Talk Parenting, parents are asked to engage with the skill at least twice per week (or at least eight times); project staff prompt parents two to three times (via text, email, or phone, depending on parents' preference) during the 4-week period to encourage usage and provide technical support as needed. At the end of the study, families are asked to return the wifi adaptor to the project offices; families are free to keep the Echo Dot device and auxiliary battery pack.
Interventions
BEHAVIORALThe Talk Parenting Skill for Alexa
In a 4-week period, families use at home a prototype Bedtime Routine module of the Talk Parenting program, a smart speaker app designed to provide parents with in-situ experiential support for building positive family routines. The prototype Bedtime Routine module of Talk Parenting guides families in creating a healthy bedtime routine to foster healthy sleep habits, provide experiential practice in self-regulation skills, and promote a positive parent-child relationship.
Sponsors
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Oregon Research Behavioral Intervention Strategies, Inc.
Study design
Allocation
NON_RANDOMIZED
Intervention model
SINGLE_GROUP
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
Behavioral (e.g., Psychotherapy, Lifestyle Counseling) In a 4-week period, families use at home a prototype Bedtime Routine module of the Talk Parenting program, a smart speaker app designed to provide parents with in-situ experiential support for building positive family routines. The prototype Bedtime Routine module of Talk Parenting guides families in creating a healthy bedtime routine to foster healthy sleep habits, provide experiential practice in self-regulation skills, and promote a positive parent-child relationship.
Eligibility
Sex/Gender
ALL
Age
3 Years to 90 Years
Healthy volunteers
Yes
Inclusion criteria
Inclusion: 1. Parent learned about the study through a participating agency 2. Child 3-5 years old who lives with the parent at least half time 3. Parent puts the child to bed at least 2 nights per week 4. Able to read and understand English 5. Has access to the internet at home. Exclusion: 1\. Families of target-age children with a developmental disability severe enough that the child cannot speak or follow simple directions will be excluded; their needs are beyond the scope of Talk Parenting.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Program Acceptability | At 4 weeks after baseline (T2) | Program acceptability was measured with 7 items at T2, 4 weeks after baseline, asking the extent to which primary parents found the Talk Parenting skill useful, enjoyable, whether it addressed important topics, helped make bedtime more positive, enjoyment of use by child, how much use of bedtime strategies, and how much bedtime strategies helped the child and family. Respondents answer items on a 7-point scale (1=Not at all; 7=Very much); average scores range from 1 to 7, with higher scores indicating better satisfaction. |
| Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Behavior Problems Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Child Adjustment and Parent Efficacy Scale (CAPES) measures children's behaviors and emotional adjustment. The Behavior Problems subscale consists of 16 problematic and 8 reverse-coded positive behaviors. Respondents answer on a 4-point scale (0=Not at all; 3=Very much); the summed scores range from 0 to 72, with higher scores indicating worse outcomes. The Emotional Maladjustment subscale has 3 items. Respondents answer on the same 4-point scale; the summed scores range from 0 to 9, with higher scores indicating worse outcomes. The CAPES is also used to measure parents' self-efficacy; parents rate their confidence that they can successfully deal with each of the 19 negative behaviors/emotions on the CAPES. Respondents answer on a 10-point scale (1=Certain I can't do it; 10=Certain I can do it); the summed scores range from 19-190, with higher scores indicating better outcomes. |
| Short-Form Children's Sleep Habits Questionnaire (SF-CSHQ) | Baseline (T1), 4 weeks after baseline (T2) | Children's bedtime/sleep problems is measured with the Short-Form Children's Sleep Habits Questionnaire (SF-CSHQ), a 23-item version of the widely used Children's Sleep Habits Questionnaire (CSHQ). Respondents answer on a 5-point scale (1=never; 5=always); average scores range from 1 to 5, with higher scores indicating worse outcomes. The SF-CSHQ shows good validity against the original CSHQ, external validity, internal reliability, and sensitivity to change. |
| Program-Targeted Parenting Practices - Frequency of Engagement Subscale | Baseline (T1), 4 weeks after baseline (T2) | Frequency of parents' engagement in the parenting practices targeted by the intervention, and parents' self-efficacy for doing so, are measured by the Program-Targeted Parenting Practices measure. Created by the Investigators, 14 items ask parents to report the frequency with which they have engaged in target parenting practices related to bedtime in the past 4 weeks, on a 6-point scale (0=Never in past month; 5=Every day in past month); average scores range from 0 to 5, higher scores indicating better outcomes. Then parents are asked to rate how confident they are in doing 12 of these target parenting practices, on a 10-point scale (1=Not at all confident; 10=Highly confident); average scores range from 1 to 10, higher scores indicating better outcomes. Finally, 3 items ask parents for their satisfaction with how child's bedtime is going, on a 10-point scale (0=Not at all satisfied; 10=Very satisfied); average scores range from 1 to 10, higher scores indicating better outcomes. |
| Program-Targeted Parenting Practices - Self-Efficacy of Practice Subscale | Baseline (T1), 4 weeks after baseline (T2) | Frequency of parents' engagement in the parenting practices targeted by the intervention, and parents' self-efficacy for doing so, are measured by the Program-Targeted Parenting Practices measure. Created by the Investigators, 14 items ask parents to report the frequency with which they have engaged in target parenting practices related to bedtime in the past 4 weeks, on a 6-point scale (0=Never in past month; 5=Every day in past month); average scores range from 0 to 5, higher scores indicating better outcomes. Then parents are asked to rate how confident they are in doing 12 of these target parenting practices, on a 10-point scale (1=Not at all confident; 10=Highly confident); average scores range from 1 to 10, higher scores indicating better outcomes. Finally, 3 items ask parents for their satisfaction with how child's bedtime is going, on a 10-point scale (0=Not at all satisfied; 10=Very satisfied); average scores range from 1 to 10, higher scores indicating better outcomes. |
| Program-Targeted Parenting Practices - Satisfaction Handling Bedtime Subscale | Baseline (T1), 4 weeks after baseline (T2) | Frequency of parents' engagement in the parenting practices targeted by the intervention, and parents' self-efficacy for doing so, are measured by the Program-Targeted Parenting Practices measure. Created by the Investigators, 14 items ask parents to report the frequency with which they have engaged in target parenting practices related to bedtime in the past 4 weeks, on a 6-point scale (0=Never in past month; 5=Every day in past month); average scores range from 0 to 5, higher scores indicating better outcomes. Then parents are asked to rate how confident they are in doing 12 of these target parenting practices, on a 10-point scale (1=Not at all confident; 10=Highly confident); average scores range from 1 to 10, higher scores indicating better outcomes. Finally, 3 items ask parents for their satisfaction with how child's bedtime is going, on a 10-point scale (0=Not at all satisfied; 10=Very satisfied); average scores range from 1 to 10, higher scores indicating better outcomes. |
| Child-Parent Relationship Scale - Short Form (CPRS) - Closeness Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Child-Parent Relationship Scale - Short Form (CPRS-SF) is used to measure the degree of closeness and conflict in the parent-child relationship. The CPRS-SF is comprised of 15 parent-report items that ask the parent for their assessment of the child-parent relationship, the child's emotional stance toward the parent, and the parent's feelings toward the child. Two subscales are derived: Conflicts and Positive Aspects/Closeness. The Conflicts subscale is measured by 7 items on a 5-point scale (1=Definitely does not apply; 5=Definitely applies); average scores range from 1 to 5, with higher scores indicating worse outcomes. The Closeness subscale is measured with 7 items on the same 5-point scale; average scores range from 1 to 5, with higher scores indicating better outcomes. The CPRS-SF has been validated with parents of preschoolers and first graders and shows good internal consistency. |
| Child-Parent Relationship Scale - Short Form (CPRS) - Parent-Child Conflict Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Child-Parent Relationship Scale - Short Form (CPRS-SF) is used to measure the degree of closeness and conflict in the parent-child relationship. The CPRS-SF is comprised of 15 parent-report items that ask the parent for their assessment of the child-parent relationship, the child's emotional stance toward the parent, and the parent's feelings toward the child. Two subscales are derived: Conflicts and Positive Aspects/Closeness. The Conflicts subscale is measured by 7 items on a 5-point scale (1=Definitely does not apply; 5=Definitely applies); average scores range from 1 to 5, with higher scores indicating worse outcomes. The Closeness subscale is measured with 7 items on the same 5-point scale; average scores range from 1 to 5, with higher scores indicating better outcomes. The CPRS-SF has been validated with parents of preschoolers and first graders and shows good internal consistency. |
| System Usability Scale (SUS) | At 4 weeks after baseline (T2) | Skill usability is measured with the System Usability Scale (SUS), a commonly used 10-item scale that measures subjective perceptions of usability. Items are answered on a 5-point scale (1=Strongly disagree; 5=Strongly agree). The value of one is subtracted from odd numbered items (1, 3, 5, 7, and 9) and the even number items (2, 4, 6, 8, and 10) are subtracted from the value of five. Scores are then summed and multiplied by 2.5 resulting in scores on a scale that ranges from 1 to 100, with higher scores indicating better usability. |
| Parenting and Family Adjustment Scales (PAFAS): Positive Encouragement Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Positive Encouragement and Coercive Parenting subscales of the Parenting and Family Adjustment Scales (PAFAS) are used to measure parents' positive encouragement and coercive parenting. The Positive Encouragement subscale is measured with three items, answered on a 4-point scale (0=Not at all; 3=Very much); summed scores range from 0 to 9, with higher scores indicating worse outcomes. The Coercive Parenting subscale is measured with five items, answered on the same 4-point scale; summed scores range from 0 to 15, with higher scores indicating worse outcomes. Each subscale shows good internal consistency and construct validity. |
| Parenting and Family Adjustment Scales (PAFAS) - Coercive Parenting Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Positive Encouragement and Coercive Parenting subscales of the Parenting and Family Adjustment Scales (PAFAS) are used to measure parents' positive encouragement and coercive parenting. The Positive Encouragement subscale is measured with three items, answered on a 4-point scale (0=Not at all; 3=Very much); summed scores range from 0 to 9, with higher scores indicating worse outcomes. The Coercive Parenting subscale is measured with five items, answered on the same 4-point scale; summed scores range from 0 to 15, with higher scores indicating worse outcomes. Each subscale shows good internal consistency and construct validity. |
| Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Emotional Adjustment Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Child Adjustment and Parent Efficacy Scale (CAPES) measures children's behaviors and emotional adjustment. The Behavior Problems subscale consists of 16 problematic and 8 reverse-coded positive behaviors. Respondents answer on a 4-point scale (0=Not at all; 3=Very much); the summed scores range from 0 to 72, with higher scores indicating worse outcomes. The Emotional Maladjustment subscale has 3 items. Respondents answer on the same 4-point scale; the summed scores range from 0 to 9, with higher scores indicating worse outcomes. The CAPES is also used to measure parents' self-efficacy; parents rate their confidence that they can successfully deal with each of the 19 negative behaviors/emotions on the CAPES. Respondents answer on a 10-point scale (1=Certain I can't do it; 10=Certain I can do it); the summed scores range from 19-190, with higher scores indicating better outcomes. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Routine Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Self-Efficacy for Parenting Tasks Index - Toddler Scale - Short Form (SEPTI-TS-SF) is used to measure parents' self-efficacy for a discipline- and routines-related parenting tasks. The Discipline and Routines subscales are measured with 6 items each. Respondents answer on a 6-point scale (1=Agree strongly; 6=Disagree strongly); average scores range from 1 to 6, with higher scores indicating better outcomes. These SEPTI-TS-SF subscales show good internal consistency, construct validity, and discriminant validity, and sensitivity to change. |
| Parental Stress Scale (PSS) | Baseline (T1), 4 weeks after baseline (T2) | The Parental Stress Scale (PSS) is used to measure parents' stress level. The PSS is comprised of 18 items that ask about positive (emotional benefits, personal development) and negative (demands on resources, restrictions) themes of parenthood. Respondents answer on a 5-point scale (1=Strongly disagree; 5=Strongly agree); summed scores range from 18 to 90, with higher scores indicating worse outcomes. The PSS shows good internal consistency, test-retest reliability, discriminant validity, and construct validity and has been validated across cultures and languages, with families of typically developing children, and with families of children with emotional/ behavioral problems, developmental disabilities, and chronic health conditions. |
| Families' Usage of the Talk Parenting (TP) Skill - Number of Families That Activated the Skill | At 4 weeks after baseline (T2) | Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use. |
| Families' Usage of the Talk Parenting (TP) Skill - Number of Times Skill Was Used | At 4 weeks after baseline (T2) | Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use. |
| Families' Usage of the Talk Parenting (TP) Skill - Number of Steps Used | At 4 weeks after baseline (T2) | Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use. |
| Families' Usage of the Talk Parenting (TP) Skill - Length of Bedtime Routine | At 4 weeks after baseline (T2) | Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use. |
| Families' Usage of the Talk Parenting (TP) Skill - Listened to a Podcast | At 4 weeks after baseline (T2) | Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use. |
| Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Discipline Subscale | Baseline (T1), 4 weeks after baseline (T2) | The Self-Efficacy for Parenting Tasks Index - Toddler Scale - Short Form (SEPTI-TS-SF) is used to measure parents' self-efficacy for a discipline- and routines-related parenting tasks. The Discipline and Routines subscales are measured with 6 items each. Respondents answer on a 6-point scale (1=Agree strongly; 6=Disagree strongly); average scores range from 1 to 6, with higher scores indicating better outcomes. These SEPTI-TS-SF subscales show good internal consistency, construct validity, and discriminant validity, and sensitivity to change. |
Countries
United States
Participant flow
Participants by arm
| Arm | Count |
|---|---|
| The Talk Parenting Skill for Alexa - Parent 49 parents will be assessed at enrollment, then provided an Amazon Echo Dot and exposed to the prototype Bedtime Routine module of the Talk Parenting program for 4 weeks, and then re-assessed at 4 weeks (at treatment completion)
The Talk Parenting Skill for Alexa: In a 4-week period, families use at home a prototype Bedtime Routine module of the Talk Parenting program, a smart speaker app designed to provide parents with in-situ experiential support for building positive family routines. The prototype Bedtime Routine module of Talk Parenting guides families in creating a healthy bedtime routine to foster healthy sleep habits, provide experiential practice in self-regulation skills, and promote a positive parent-child relationship. | 49 |
| The Talk Parenting Skill for Alexa - Child Although 49 children were considered enrolled participants that actively participate in the intervention, we obtained no assessment data from the children themselves. | 49 |
| Total | 98 |
Withdrawals & dropouts
| Period | Reason | FG000 | FG001 |
|---|---|---|---|
| Overall Study | Lost to Follow-up | 32 | 32 |
Baseline characteristics
| Characteristic | The Talk Parenting Skill for Alexa - Parent | The Talk Parenting Skill for Alexa - Child | Total |
|---|---|---|---|
| Age, Continuous | 34.4 years STANDARD_DEVIATION 6.5 | 5.0 years STANDARD_DEVIATION 0.8 | 19.7 years STANDARD_DEVIATION 3.6 |
| Ethnicity (NIH/OMB) Hispanic or Latino | 6 Participants | 8 Participants | 14 Participants |
| Ethnicity (NIH/OMB) Not Hispanic or Latino | 43 Participants | 41 Participants | 84 Participants |
| Ethnicity (NIH/OMB) Unknown or Not Reported | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Asian | 1 Participants | 0 Participants | 1 Participants |
| Race (NIH/OMB) Black or African American | 2 Participants | 3 Participants | 5 Participants |
| Race (NIH/OMB) More than one race | 4 Participants | 7 Participants | 11 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 1 Participants | 0 Participants | 1 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 3 Participants | 3 Participants | 6 Participants |
| Race (NIH/OMB) White | 38 Participants | 36 Participants | 74 Participants |
| Relationship Status Married | 20 Participants | 0 Participants | 20 Participants |
| Relationship Status Married, separated | 3 Participants | 0 Participants | 3 Participants |
| Relationship Status Not Applicable | 0 Participants | 49 Participants | 49 Participants |
| Relationship Status Single, divorced | 5 Participants | 0 Participants | 5 Participants |
| Relationship Status Single, never married | 10 Participants | 0 Participants | 10 Participants |
| Relationship Status Unknown | 2 Participants | 0 Participants | 2 Participants |
| Relationship Status Unmarried, living with partner | 9 Participants | 0 Participants | 9 Participants |
| Sex/Gender, Customized Female | 45 Participants | 20 Participants | 65 Participants |
| Sex/Gender, Customized Male | 1 Participants | 27 Participants | 28 Participants |
| Sex/Gender, Customized Non-binary | 1 Participants | 0 Participants | 1 Participants |
| Sex/Gender, Customized Unknown | 2 Participants | 2 Participants | 4 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 49 | 0 / 49 |
| other Total, other adverse events | 0 / 49 | 0 / 49 |
| serious Total, serious adverse events | 0 / 49 | 0 / 49 |
Outcome results
Primary
Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Behavior Problems Subscale
The Child Adjustment and Parent Efficacy Scale (CAPES) measures children's behaviors and emotional adjustment. The Behavior Problems subscale consists of 16 problematic and 8 reverse-coded positive behaviors. Respondents answer on a 4-point scale (0=Not at all; 3=Very much); the summed scores range from 0 to 72, with higher scores indicating worse outcomes. The Emotional Maladjustment subscale has 3 items. Respondents answer on the same 4-point scale; the summed scores range from 0 to 9, with higher scores indicating worse outcomes. The CAPES is also used to measure parents' self-efficacy; parents rate their confidence that they can successfully deal with each of the 19 negative behaviors/emotions on the CAPES. Respondents answer on a 10-point scale (1=Certain I can't do it; 10=Certain I can do it); the summed scores range from 19-190, with higher scores indicating better outcomes.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Behavior Problems Subscale | Pretest | 31.24 units on a scale | Standard Deviation 10.23 |
| The Talk Parenting Skill for Alexa | Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Behavior Problems Subscale | Posttest | 27.00 units on a scale | Standard Deviation 9.32 |
p-value: 0.026t-test, 2 sided
Primary
Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Emotional Adjustment Subscale
The Child Adjustment and Parent Efficacy Scale (CAPES) measures children's behaviors and emotional adjustment. The Behavior Problems subscale consists of 16 problematic and 8 reverse-coded positive behaviors. Respondents answer on a 4-point scale (0=Not at all; 3=Very much); the summed scores range from 0 to 72, with higher scores indicating worse outcomes. The Emotional Maladjustment subscale has 3 items. Respondents answer on the same 4-point scale; the summed scores range from 0 to 9, with higher scores indicating worse outcomes. The CAPES is also used to measure parents' self-efficacy; parents rate their confidence that they can successfully deal with each of the 19 negative behaviors/emotions on the CAPES. Respondents answer on a 10-point scale (1=Certain I can't do it; 10=Certain I can do it); the summed scores range from 19-190, with higher scores indicating better outcomes.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Emotional Adjustment Subscale | Pretest | 2.06 units on a scale | Standard Deviation 2.7 |
| The Talk Parenting Skill for Alexa | Child Adjustment and Parent Self-Efficacy Scale (CAPES) - Emotional Adjustment Subscale | Posttest | 1.41 units on a scale | Standard Deviation 1.77 |
p-value: 0.135t-test, 2 sided
Primary
Child-Parent Relationship Scale - Short Form (CPRS) - Closeness Subscale
The Child-Parent Relationship Scale - Short Form (CPRS-SF) is used to measure the degree of closeness and conflict in the parent-child relationship. The CPRS-SF is comprised of 15 parent-report items that ask the parent for their assessment of the child-parent relationship, the child's emotional stance toward the parent, and the parent's feelings toward the child. Two subscales are derived: Conflicts and Positive Aspects/Closeness. The Conflicts subscale is measured by 7 items on a 5-point scale (1=Definitely does not apply; 5=Definitely applies); average scores range from 1 to 5, with higher scores indicating worse outcomes. The Closeness subscale is measured with 7 items on the same 5-point scale; average scores range from 1 to 5, with higher scores indicating better outcomes. The CPRS-SF has been validated with parents of preschoolers and first graders and shows good internal consistency.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Child-Parent Relationship Scale - Short Form (CPRS) - Closeness Subscale | Pretest | 4.74 units on a scale | Standard Deviation 0.35 |
| The Talk Parenting Skill for Alexa | Child-Parent Relationship Scale - Short Form (CPRS) - Closeness Subscale | Posttest | 4.83 units on a scale | Standard Deviation 0.18 |
p-value: 0.352t-test, 2 sided
Primary
Child-Parent Relationship Scale - Short Form (CPRS) - Parent-Child Conflict Subscale
The Child-Parent Relationship Scale - Short Form (CPRS-SF) is used to measure the degree of closeness and conflict in the parent-child relationship. The CPRS-SF is comprised of 15 parent-report items that ask the parent for their assessment of the child-parent relationship, the child's emotional stance toward the parent, and the parent's feelings toward the child. Two subscales are derived: Conflicts and Positive Aspects/Closeness. The Conflicts subscale is measured by 7 items on a 5-point scale (1=Definitely does not apply; 5=Definitely applies); average scores range from 1 to 5, with higher scores indicating worse outcomes. The Closeness subscale is measured with 7 items on the same 5-point scale; average scores range from 1 to 5, with higher scores indicating better outcomes. The CPRS-SF has been validated with parents of preschoolers and first graders and shows good internal consistency.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Child-Parent Relationship Scale - Short Form (CPRS) - Parent-Child Conflict Subscale | Posttest | 2.46 units on a scale | Standard Deviation 0.67 |
| The Talk Parenting Skill for Alexa | Child-Parent Relationship Scale - Short Form (CPRS) - Parent-Child Conflict Subscale | Pretest | 2.69 units on a scale | Standard Deviation 0.69 |
p-value: 0.104t-test, 2 sided
Primary
Parenting and Family Adjustment Scales (PAFAS) - Coercive Parenting Subscale
The Positive Encouragement and Coercive Parenting subscales of the Parenting and Family Adjustment Scales (PAFAS) are used to measure parents' positive encouragement and coercive parenting. The Positive Encouragement subscale is measured with three items, answered on a 4-point scale (0=Not at all; 3=Very much); summed scores range from 0 to 9, with higher scores indicating worse outcomes. The Coercive Parenting subscale is measured with five items, answered on the same 4-point scale; summed scores range from 0 to 15, with higher scores indicating worse outcomes. Each subscale shows good internal consistency and construct validity.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Parenting and Family Adjustment Scales (PAFAS) - Coercive Parenting Subscale | Pretest | 3.53 units on a scale | Standard Deviation 1.23 |
| The Talk Parenting Skill for Alexa | Parenting and Family Adjustment Scales (PAFAS) - Coercive Parenting Subscale | Posttest | 2.88 units on a scale | Standard Deviation 1.54 |
p-value: 0.052t-test, 2 sided
Primary
Parenting and Family Adjustment Scales (PAFAS): Positive Encouragement Subscale
The Positive Encouragement and Coercive Parenting subscales of the Parenting and Family Adjustment Scales (PAFAS) are used to measure parents' positive encouragement and coercive parenting. The Positive Encouragement subscale is measured with three items, answered on a 4-point scale (0=Not at all; 3=Very much); summed scores range from 0 to 9, with higher scores indicating worse outcomes. The Coercive Parenting subscale is measured with five items, answered on the same 4-point scale; summed scores range from 0 to 15, with higher scores indicating worse outcomes. Each subscale shows good internal consistency and construct validity.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Parenting and Family Adjustment Scales (PAFAS): Positive Encouragement Subscale | Pretest | 2.53 units on a scale | Standard Deviation 2.12 |
| The Talk Parenting Skill for Alexa | Parenting and Family Adjustment Scales (PAFAS): Positive Encouragement Subscale | Posttest | 2.76 units on a scale | Standard Deviation 1.44 |
p-value: 0.69t-test, 2 sided
Primary
Program Acceptability
Program acceptability was measured with 7 items at T2, 4 weeks after baseline, asking the extent to which primary parents found the Talk Parenting skill useful, enjoyable, whether it addressed important topics, helped make bedtime more positive, enjoyment of use by child, how much use of bedtime strategies, and how much bedtime strategies helped the child and family. Respondents answer items on a 7-point scale (1=Not at all; 7=Very much); average scores range from 1 to 7, with higher scores indicating better satisfaction.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| The Talk Parenting Skill for Alexa | Program Acceptability | 5.30 units on a scale | Standard Deviation 1.5 |
Primary
Program-Targeted Parenting Practices - Frequency of Engagement Subscale
Frequency of parents' engagement in the parenting practices targeted by the intervention, and parents' self-efficacy for doing so, are measured by the Program-Targeted Parenting Practices measure. Created by the Investigators, 14 items ask parents to report the frequency with which they have engaged in target parenting practices related to bedtime in the past 4 weeks, on a 6-point scale (0=Never in past month; 5=Every day in past month); average scores range from 0 to 5, higher scores indicating better outcomes. Then parents are asked to rate how confident they are in doing 12 of these target parenting practices, on a 10-point scale (1=Not at all confident; 10=Highly confident); average scores range from 1 to 10, higher scores indicating better outcomes. Finally, 3 items ask parents for their satisfaction with how child's bedtime is going, on a 10-point scale (0=Not at all satisfied; 10=Very satisfied); average scores range from 1 to 10, higher scores indicating better outcomes.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Program-Targeted Parenting Practices - Frequency of Engagement Subscale | Pretest | 3.40 units on a scale | Standard Deviation 0.75 |
| The Talk Parenting Skill for Alexa | Program-Targeted Parenting Practices - Frequency of Engagement Subscale | Posttest | 4.05 units on a scale | Standard Deviation 0.48 |
p-value: <0.001t-test, 2 sided
Primary
Program-Targeted Parenting Practices - Satisfaction Handling Bedtime Subscale
Frequency of parents' engagement in the parenting practices targeted by the intervention, and parents' self-efficacy for doing so, are measured by the Program-Targeted Parenting Practices measure. Created by the Investigators, 14 items ask parents to report the frequency with which they have engaged in target parenting practices related to bedtime in the past 4 weeks, on a 6-point scale (0=Never in past month; 5=Every day in past month); average scores range from 0 to 5, higher scores indicating better outcomes. Then parents are asked to rate how confident they are in doing 12 of these target parenting practices, on a 10-point scale (1=Not at all confident; 10=Highly confident); average scores range from 1 to 10, higher scores indicating better outcomes. Finally, 3 items ask parents for their satisfaction with how child's bedtime is going, on a 10-point scale (0=Not at all satisfied; 10=Very satisfied); average scores range from 1 to 10, higher scores indicating better outcomes.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Program-Targeted Parenting Practices - Satisfaction Handling Bedtime Subscale | Posttest | 7.62 units on a scale | Standard Deviation 1.44 |
| The Talk Parenting Skill for Alexa | Program-Targeted Parenting Practices - Satisfaction Handling Bedtime Subscale | Pretest | 4.18 units on a scale | Standard Deviation 2.14 |
p-value: <0.001t-test, 2 sided
Primary
Program-Targeted Parenting Practices - Self-Efficacy of Practice Subscale
Frequency of parents' engagement in the parenting practices targeted by the intervention, and parents' self-efficacy for doing so, are measured by the Program-Targeted Parenting Practices measure. Created by the Investigators, 14 items ask parents to report the frequency with which they have engaged in target parenting practices related to bedtime in the past 4 weeks, on a 6-point scale (0=Never in past month; 5=Every day in past month); average scores range from 0 to 5, higher scores indicating better outcomes. Then parents are asked to rate how confident they are in doing 12 of these target parenting practices, on a 10-point scale (1=Not at all confident; 10=Highly confident); average scores range from 1 to 10, higher scores indicating better outcomes. Finally, 3 items ask parents for their satisfaction with how child's bedtime is going, on a 10-point scale (0=Not at all satisfied; 10=Very satisfied); average scores range from 1 to 10, higher scores indicating better outcomes.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Program-Targeted Parenting Practices - Self-Efficacy of Practice Subscale | Posttest | 8.35 units on a scale | Standard Deviation 1.12 |
| The Talk Parenting Skill for Alexa | Program-Targeted Parenting Practices - Self-Efficacy of Practice Subscale | Pretest | 7.24 units on a scale | Standard Deviation 2.46 |
p-value: 0.057t-test, 2 sided
Primary
Short-Form Children's Sleep Habits Questionnaire (SF-CSHQ)
Children's bedtime/sleep problems is measured with the Short-Form Children's Sleep Habits Questionnaire (SF-CSHQ), a 23-item version of the widely used Children's Sleep Habits Questionnaire (CSHQ). Respondents answer on a 5-point scale (1=never; 5=always); average scores range from 1 to 5, with higher scores indicating worse outcomes. The SF-CSHQ shows good validity against the original CSHQ, external validity, internal reliability, and sensitivity to change.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Short-Form Children's Sleep Habits Questionnaire (SF-CSHQ) | Pretest | 2.78 units on a scale | Standard Deviation 0.46 |
| The Talk Parenting Skill for Alexa | Short-Form Children's Sleep Habits Questionnaire (SF-CSHQ) | Posttest | 2.30 units on a scale | Standard Deviation 0.4 |
p-value: <0.001t-test, 2 sided
Primary
System Usability Scale (SUS)
Skill usability is measured with the System Usability Scale (SUS), a commonly used 10-item scale that measures subjective perceptions of usability. Items are answered on a 5-point scale (1=Strongly disagree; 5=Strongly agree). The value of one is subtracted from odd numbered items (1, 3, 5, 7, and 9) and the even number items (2, 4, 6, 8, and 10) are subtracted from the value of five. Scores are then summed and multiplied by 2.5 resulting in scores on a scale that ranges from 1 to 100, with higher scores indicating better usability.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| The Talk Parenting Skill for Alexa | System Usability Scale (SUS) | 78.8 units on a scale | Standard Deviation 20.7 |
Secondary
Families' Usage of the Talk Parenting (TP) Skill - Length of Bedtime Routine
Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| The Talk Parenting Skill for Alexa | Families' Usage of the Talk Parenting (TP) Skill - Length of Bedtime Routine | 35.0 Minutes | Standard Deviation 19.2 |
Secondary
Families' Usage of the Talk Parenting (TP) Skill - Listened to a Podcast
Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|
| The Talk Parenting Skill for Alexa | Families' Usage of the Talk Parenting (TP) Skill - Listened to a Podcast | 12 Participants |
Secondary
Families' Usage of the Talk Parenting (TP) Skill - Number of Families That Activated the Skill
Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (COUNT_OF_PARTICIPANTS) |
|---|---|---|
| The Talk Parenting Skill for Alexa | Families' Usage of the Talk Parenting (TP) Skill - Number of Families That Activated the Skill | 20 Participants |
Secondary
Families' Usage of the Talk Parenting (TP) Skill - Number of Steps Used
Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| The Talk Parenting Skill for Alexa | Families' Usage of the Talk Parenting (TP) Skill - Number of Steps Used | 10.4 Number of steps | Standard Deviation 2.8 |
Secondary
Families' Usage of the Talk Parenting (TP) Skill - Number of Times Skill Was Used
Families' usage of the TP skill is measured through usage metrics and transcripts collected on the back-end database, including number of families that activated the skill, number of times skill was used, number of steps a family used, length of bedtime routine in minutes, and number of families that listened to a podcast. Higher levels for all metrics indicate greater skill use.
Time frame: At 4 weeks after baseline (T2)
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| The Talk Parenting Skill for Alexa | Families' Usage of the Talk Parenting (TP) Skill - Number of Times Skill Was Used | 15 Number of times | Standard Deviation 19.2 |
Secondary
Parental Stress Scale (PSS)
The Parental Stress Scale (PSS) is used to measure parents' stress level. The PSS is comprised of 18 items that ask about positive (emotional benefits, personal development) and negative (demands on resources, restrictions) themes of parenthood. Respondents answer on a 5-point scale (1=Strongly disagree; 5=Strongly agree); summed scores range from 18 to 90, with higher scores indicating worse outcomes. The PSS shows good internal consistency, test-retest reliability, discriminant validity, and construct validity and has been validated across cultures and languages, with families of typically developing children, and with families of children with emotional/ behavioral problems, developmental disabilities, and chronic health conditions.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Parental Stress Scale (PSS) | Pretest | 39.35 units on a scale | Standard Deviation 6.24 |
| The Talk Parenting Skill for Alexa | Parental Stress Scale (PSS) | Posttest | 35.82 units on a scale | Standard Deviation 8.67 |
p-value: 0.082t-test, 2 sided
Secondary
Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Discipline Subscale
The Self-Efficacy for Parenting Tasks Index - Toddler Scale - Short Form (SEPTI-TS-SF) is used to measure parents' self-efficacy for a discipline- and routines-related parenting tasks. The Discipline and Routines subscales are measured with 6 items each. Respondents answer on a 6-point scale (1=Agree strongly; 6=Disagree strongly); average scores range from 1 to 6, with higher scores indicating better outcomes. These SEPTI-TS-SF subscales show good internal consistency, construct validity, and discriminant validity, and sensitivity to change.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Discipline Subscale | Pretest | 3.30 units on a scale | Standard Deviation 1.18 |
| The Talk Parenting Skill for Alexa | Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Discipline Subscale | Posttest | 3.64 units on a scale | Standard Deviation 1.04 |
p-value: 0.106t-test, 2 sided
Secondary
Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Routine Subscale
The Self-Efficacy for Parenting Tasks Index - Toddler Scale - Short Form (SEPTI-TS-SF) is used to measure parents' self-efficacy for a discipline- and routines-related parenting tasks. The Discipline and Routines subscales are measured with 6 items each. Respondents answer on a 6-point scale (1=Agree strongly; 6=Disagree strongly); average scores range from 1 to 6, with higher scores indicating better outcomes. These SEPTI-TS-SF subscales show good internal consistency, construct validity, and discriminant validity, and sensitivity to change.
Time frame: Baseline (T1), 4 weeks after baseline (T2)
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| The Talk Parenting Skill for Alexa | Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Routine Subscale | Pretest | 4.18 units on a scale | Standard Deviation 1.26 |
| The Talk Parenting Skill for Alexa | Self-Efficacy for Parenting Tasks Index (SEPTI) - Toddler Scale - Routine Subscale | Posttest | 4.81 units on a scale | Standard Deviation 0.88 |
p-value: 0.005t-test, 2 sided