Evidence Based Practices with Head Start Students At-Risk for Later Behavior Problems: Using an Evidence-Based Parent Training Program

2008 ◽  
Author(s):  
Jessica Kruer ◽  
John Carlson ◽  
Angela Maupin ◽  
Danielle Palmer
Keyword(s):  
At Risk ◽  
Head Start ◽  
Behavior Problems ◽  
Parent Training ◽  
Training Program ◽  
Evidence Based ◽  
Students At Risk ◽  
Evidence Based Practices ◽  
Parent Training Program

Examining the need for cultural adaptations to an evidence-based parent training program targeting the prevention of child maltreatment

2011 ◽  
Vol 33 (7) ◽  
pp. 1166-1172 ◽  
Author(s):  
Shannon Self-Brown ◽  
Kim Frederick ◽  
Sue Binder ◽  
Daniel Whitaker ◽  
John Lutzker ◽  
...  
Keyword(s):  
Child Maltreatment ◽  
Parent Training ◽  
Training Program ◽  
Evidence Based ◽  
Cultural Adaptations ◽  
Parent Training Program

scholarly journals The CUIDAR Early Intervention Parent Training Program for Preschoolers at Risk for Behavioral Disorders

2009 ◽  
Vol 31 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Kimberley D. Lakes ◽  
Ryan J. Kettler ◽  
Janeth Schmidt ◽  
Marche Haynes ◽  
Kelly Feeney-Kettler ◽  
...  
Keyword(s):  
At Risk ◽  
Early Intervention ◽  
Parent Training ◽  
Training Program ◽  
Behavioral Disorders ◽  
Parent Training Program

A Self-Managed Internet Parent Training Program for Interactive Storybook Reading: Extension to a Public School Setting

2021 ◽  
pp. 1-9
Author(s):  
Monica L. Bellon-Harn ◽  
Lekeitha R. Morris ◽  
Ashtyn Jones
Keyword(s):  
Head Start ◽  
Parent Training ◽  
Training Program ◽  
School Setting ◽  
Parent Satisfaction ◽  
School Curriculum ◽  
Program Completion ◽  
Program Success ◽  
Collaborative Processes ◽  
Parent Training Program

Purpose This research note evaluated the collaboration, recruitment, enrollment processes, as well as outcomes of an online, self-managed parent training program (Success With Stories [SWS]) concurrent with a Head Start school curriculum. Method This case examination presents the research processes used to examine an online program concurrent with Head Start school programming. Challenges, outcomes, and next steps in the process were evaluated. The engagement of parents who completed the program was examined. Results Collaborative processes were developed, and recruitment strategies were initiated. Of the 92 parents who expressed immediate interest, 38 registered and 16 consented but only seven completed the program. Of the parents who completed the program, survey data revealed high levels of parent satisfaction, motivation, and perceived competence. Conclusions Results indicate a breakdown in the recruitment, enrollment, and completion processes. Results indicate that SWS has promised to address target areas with the intended audience. However, online interventions are only useful if they are accessed and completed. Future directions to increase program completion are discussed.

scholarly journals Does Level of Engagement in a Digital Parent Training Program Impact Improvements in Parenting and Child Outcomes?

Iproceedings ◽  
10.2196/15104 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e15104
Author(s):  
Jenna Brager ◽  
Susan Breitenstein ◽  
Chakra Budhathoki ◽  
Deborah Gross
Keyword(s):  
Behavior Problems ◽  
Parent Training ◽  
Parenting Stress ◽  
Training Program ◽  
Child Behavior ◽  
Self Efficacy ◽  
Child Outcomes ◽  
Child Behavior Problems ◽  
Parent Training Program ◽  
Usage Metrics

Background Approximately 8% to 10% of children younger than 5 years of age experience emotional, behavioral, and social relationship problems. These children are more likely to exhibit poor social interactions, problematic parent–child relationships, and school related setbacks, thus reinforcing the need for early interventions such as parent training programs. The ezParent program is a tablet-based delivery adaptation of the group-based Chicago Parent Program, a program designed to address the needs of families raising young children in urban poverty. The growing interest in and adoption of mHealth has changed the way people receive and seek treatment and the way clinicians deliver care. Despite the usefulness of mHealth apps in helping people manage various aspects of health, people’s use of those technologies often lasts only for a short period of time. This suggests a need to delve more deeply into user behaviors. Objective The purpose of this study was to (1) classify levels of engagement by identifying individual usage of ezParent based on observed user activity (ie, “metadata”) and (2) examine whether levels of ezParent engagement is associated with changes in parenting and child behavior over time (ie, parenting stress, self-efficacy, warmth, follow through, punishment, child behavior problems and intensity). Methods This study used a single-group, pre- and posttest design with repeated measures follow-up. Survey measures were collected at baseline (T1), 12 weeks postbaseline (T2) and 24 weeks postbaseline (T3). The study included 92 parents with data collected from two pediatric primary care clinics based in two urban cities with a high proportion of low income and minority families: Chicago, Illinois (cohort 1) and Baltimore, Maryland (cohort 2). Engagement was conceptualized based on total number of modules completed, amount of time spent in the program, and number of skills saved by the parent. Each outcome variable was modeled using a separate mixed-effects model to determine the model of best fit and was analyzed across time and level of engagement. Results Overall, 78 parents logged in to the ezParent program. The data aggregation resulted in 41 parents categorized as high engagers (cohort 1 n=29; cohort 2 n=12) and 37 parents as low engagers (cohort 1 n=13; cohort 2 n=24). Significant differences were across all outcome variables: parenting stress (P<.05), self-efficacy (P<.05), warmth (P<.05), punishment (P<.05), follow-through (P<.05), child behavior intensity (P<.05), and child behavior problems (P<.05). Although parenting outcomes improved, improvements were not significantly associated with levels of engagement. Conclusions This study provides insight into engagement of parents participating in a digitally delivered parent training program. Although level of engagement was not associated with improvements in parenting and child outcomes, we were able to systematically identify and test key usage metrics to ope rationalize engagement. This indicates that further study may help researchers identify other usage metrics more indicative of engagement. By exploring usage data, researchers, app developers, and clinicians can better understand how users engage with future tablet-based interventions.

Explicit Instruction in Mathematics: Considerations for Virtual Learning

2021 ◽  
pp. 016264342199409
Author(s):  
Holly M. Long ◽  
Emily C. Bouck ◽  
Larissa N. Jakubow
Keyword(s):  
At Risk ◽  
Students With Disabilities ◽  
Explicit Instruction ◽  
Virtual Learning ◽  
Evidence Based ◽  
Online Environment ◽  
Students At Risk ◽  
Evidence Based Practices ◽  
Asynchronous Instruction ◽  
Research Based Practices

A large number of students with and without disabilities—including students at-risk—are currently learning online through synchronous and/or asynchronous instruction. As such, it is important for educators to be equipped with evidence-based practices—or at the minimum research-based practices—that can be adapted or modified to teach students online, including the area of mathematics. This article discusses how educators can adapt and implement explicit instruction—an evidence-based practice for teaching students with disabilities in mathematics—to educate students with disabilities and those struggling or at-risk in mathematics within an online environment. In addition, this article presents resources for free and paid technology as well as additional considerations when implementing explicit instruction in an online environment.

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