Behavior Problem of Childhood, Developmental Delay (Disorder), Developmental Disability, Disruptive Behavior
Conditions
Brief summary
DOCS Parenting offers group-delivered behavioral parent training interventions for caregivers of children ages 0-12 years.
Detailed description
Challenging behaviors such as whining, temper tantrums, and non-compliance are very common during the toddler and preschool years, and if left unaddressed, will persist through early and middle childhood. Children with special needs are at even greater risk for behavioral problems. Caregivers may not understand why their children misbehave and may become frustrated in their attempts to discipline. DOCS Parenting offer caregivers a problem-solving approach to understand and resolve everyday behavior problems. These programs emphasize prevention strategies and positive behavior supports. Caregivers who have completed DOCS Parenting report gains in their parenting skills, reductions in parenting stress and child behavior problems, and satisfaction with the programs. DOCS Parenting sessions are available in both English and Spanish. DOCS Parenting has been recognized as an outstanding community resource, and has received awards from Early Steps, the Early Childhood Council, and the Hispanic Heritage Committee.
Interventions
BEHAVIORALDOCS Parenting: Early Years
Early Years is a group delivered behavioral parenting intervention for caregivers and professionals of children 0-5 years
BEHAVIORALDOCS Parenting: School Years
School Years is a group delivered behavioral parent training intervention for caregivers and professionals of children in Kindergarten thru 5th Grade
Sponsors
University of South Florida
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
TREATMENT
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* caregiver or professional caring for child ages 0-12 years, or * caregiver or professional caring for a child enrolled in kindergarten-5th grade. * Must speak English or Spanish.
Exclusion criteria
* Language other than English or Spanish. * Caregiver/professional under the age of 18.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Eyberg Child Behavior Inventory | From enrollment to the end of treatment at 6 weeks. | Child behavior problems are analyzed at pre- and post-intervention using the Intensity scale of the Eyberg Child Behavior Inventory (ECBI). Caregivers used a 7-point Likert scale (1 = never to 7 = always) to rate intensity of child problem behaviors (e.g., aggression, whining, noncompliance). Intensity scores range from 36 to 252, and a score of 131 or higher indicates a clinically significant behavior problem and higher scores = worse outcome. The ECBI has high test-retest reliability, internal consistency reliability, and inter-rater reliability (αs = .75, .93, and .79, respectively) and strong content and construct validity. |
| DOCS Parenting Stress Measure | From enrollment to the end of treatment at 6 weeks. | Parenting stress is analyzed using the DOCS Parenting Stress Measure at pre- and post-intervention (DOCS PSM, adapted from the Autism Parenting Stress Index. The APSI was designed to measure caregivers' ability to cope with the demands of raising a child with autism and includes 13 items related to daily living, development, and adaptation. The adaptation involved slightly re-wording some items (e.g., changing your child's diet to your child's feeding difficulties) and adding four items on the impact parenting has on other aspects of the caregiver's life, like the time and financial resources parenting takes. Like the ASPI, the 17-item DOCS PSM uses Likert-scale responses ranging from 0 = not stressful to 4 = so stressful sometimes you feel you can't cope with total scores ranging from 0-68, higher scores = more stress and worse outcome. The ASPI has demonstrated good internal consistency and test-retest reliability (αs = .83, .88, respectively). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Therapy Attitude Inventory | From enrollment to end of treatment at 6 weeks. | The Therapy Attitude Inventory (TAI) is administered at post-test to assess participant satisfaction. The TAI has 10 items covering discipline techniques taught in the course and caregiver confidence with using them, and strategies for teaching modeled through the course etc. The TAI uses a 5-point Likert scale with responses ranging from no satisfaction or improvement (e.g., 1 = nothing, much worse than before, etc.) to high levels of satisfaction or improvement (e.g., 5 = greatly improved, very satisfied, etc.) and overall scores range from 10-50 with higher scores = better outcome. The TAI has demonstrated excellent reliability, good test-retest reliability and acceptable internal consistency (αs = .91, .85, and .78, respectively. |
| Developmentally Appropriate Discipline Inventory | From enrollment to end of treatment at 6 weeks. | The Developmentally Appropriate Discipline Inventory is administered at post-test to assess participant knowledge of developmentally appropriate discipline strategies as a result of participating in the DOCS intervention. The DADI has 10 items covering discipline techniques taught in the intervention. The DADI uses a 5-point Likert scale with responses ranging from strongly disagree (e.g., 1 = strongly disagree, etc.) to strongly agree (e.g., 5 = strongly agree.) and overall scores range from 10-50 with higher scores = better outcome. |
Countries
United States
Outcome results
None listed