Dataset Information

Parents matter: Parent acceptance of school-based executive functions interventions relates to improved child outcomes.

ABSTRACT:

Objectives

School-based interventions with parent-training components might improve access among lower-income families to effective help for children with neurodevelopmental disorders. This potential might be realized, however, only if parents perceive the interventions as acceptable and therefore engage with treatment.

Methods

Parents (N = 124) of 3rd-5th grade students diagnosed with Autism Spectrum Disorder or Attention-Deficit/Hyperactivity Disorder rated the acceptability of their child's treatment (one of two culturally responsive behavioral interventions). Parent engagement was measured through attendance at parent training sessions and the extent to which they read a corresponding workbook.

Results

Education and income correlated inversely with parent perceptions of treatment acceptability. Acceptability correlated positively with engagement, more strongly among lower-income families. Acceptability had an indirect effect on treatment outcome, mediated by parent engagement.

Conclusions

Treatment providers should focus on strategies to increase parent acceptability, with particular attention to improving access for lower-income families.

SUBMITTER: Rothschild LB

PROVIDER: S-EPMC9203869 | biostudies-literature | 2022 Jul

REPOSITORIES: biostudies-literature

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Publications

Parents matter: Parent acceptance of school-based executive functions interventions relates to improved child outcomes.

Rothschild Leah B LB Ratto Allison B AB Kenworthy Lauren L Hardy Kristina K KK Verbalis Alyssa A Pugliese Cara C Strang John F JF Safer-Lichtenstein Jonathan J Anthony Bruno J BJ Anthony Laura G LG Guter Madison M MM Haaga David A F DAF

Journal of clinical psychology 20220108 7

<h4>Objectives</h4>School-based interventions with parent-training components might improve access among lower-income families to effective help for children with neurodevelopmental disorders. This potential might be realized, however, only if parents perceive the interventions as acceptable and therefore engage with treatment.<h4>Methods</h4>Parents (N = 124) of 3rd-5th grade students diagnosed with Autism Spectrum Disorder or Attention-Deficit/Hyperactivity Disorder rated the acceptability of ...[more]

PMID: 34997971

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Project description:BackgroundThe aim of the study was to describe families with small children who participated in parent-child interaction interventions at four centres in Sweden, and to examine long term and short term changes regarding the parents' experience of parental stress, parental attachment patterns, the parents' mental health and life satisfaction, the parents' social support and the children's problems.MethodsIn this longitudinal study a consecutive sample of 101 families (94 mothers and 54 fathers) with 118 children (median age 3 years) was assessed, using self-reports, at the outset of the treatment (T1), six months later (T2) and 18 months after the beginning of treatment (T3). Analysis of the observed differences was carried out using Wilcoxon's Signed-Rank test and Cohen's d.ResultsThe results from commencement of treatment showed that the parents had considerable problems in all areas examined. At the outset of treatment (T1) the mothers showed a higher level of problem load than the fathers on almost all scales. In the families where the children's problems have also been measured (children from the age of four) it appeared that they had problems of a nature and degree otherwise found in psychiatric populations. We found a clear general trend towards a positive development from T1 to T2 and this development was also reinforced from T2 to T3. Aggression in the child was one of the most common causes for contact. There were few undesired or unplanned interruptions of the treatment, and the attrition from the study was low.ConclusionThis study has shown that it is possible to reach mothers as well as fathers with parenting problems and to create an intervention program with very low dropout levels - which is of special importance for families with small children displaying aggressive behaviour. The parents taking part in this study showed clear improvement trends after six months and this development was reinforced a year later. This study suggests the necessity of clinical development and future research concerning the role of fathers in parent-child interaction interventions.

Dataset Information

Parents matter: Parent acceptance of school-based executive functions interventions relates to improved child outcomes.

Objectives

Methods

Results

Conclusions

Publications

Parents matter: Parent acceptance of school-based executive functions interventions relates to improved child outcomes.

Similar Datasets

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