Parental Homework Completion and Treatment Knowledge during Group Parent-Child Interaction Therapy

Autor/inn/en	Ros, Rosmary; Graziano, Paulo A.; Hart, Katie C.
Titel	Parental Homework Completion and Treatment Knowledge during Group Parent-Child Interaction Therapy
Quelle	In: Journal of Early Intervention, 39 (2017) 4, S.299-320 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815117718491
Schlagwörter	Parent Participation; Parenting Styles; Homework; Attendance; Parent Education; Parent Child Relationship; Preschool Children; Behavior Problems; Intervention; Pretests Posttests; Therapy; Drills (Practice); Knowledge Level; Correlation; Self Esteem; Skill Development; Hispanic Americans; Questionnaires; Child Behavior; Rating Scales; Cognitive Development; Intelligence Tests; Young Children; Child Rearing; Stress Variables; Socioeconomic Status; Statistical Analysis; Behavior Assessment System for Children; Wechsler Preschool and Primary Scale of Intelligence; Parenting Stress Index; Hollingshead Social Economic Status Measures + Suchen Sie Ihr Suchwort? Elternmitwirkung; Hausaufgabe; Anwesenheit; Parents education; Elternbildung; Elternschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Therapie; Wissensbasis; Korrelation; Self-esteem; Selbstaufmerksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Hispanic; Hispanoamerikaner; Fragebogen; Rating-Skala; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Kindererziehung; Socio-economic status; Sozioökonomischer Status; Statistische Analyse
Abstract	The purpose of this study was to examine how parental homework completion, session attendance, and treatment knowledge influenced parenting practices and confidence in using learned skills during behavioral parent training (BPT). Parents of 54 preschoolers (M[subscript age] = 5.07, 82% Hispanic/Latino) with externalizing behavior problems participated in an 8-week group BPT program. Pre-and posttreatment measures included parent-reported parenting practices and a treatment knowledge quiz. Parental homework completion, or home practice of skills, was reported by parents and collected weekly. Increases in positive parenting and decreases in negative parenting were observed (Cohen's "d" = 0.63 and 0.70, respectively), as well as increases in treatment knowledge ("d" = 1.46). Treatment knowledge moderated the association between parental homework completion and negative parenting as well as parenting skill-use confidence. Increased parental homework completion was only associated with decreases in negative parenting and increases in skill-use confidence for families with high treatment knowledge. Parental homework completion also moderated the association between session attendance and negative parenting, such that lower session attendance was only associated with higher negative parenting for families that had low parental homework completion. Findings highlighted the potential impact that parents' reports of home practice may have on improving parenting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01