Barriers to Success in Parent Training for Young Children with Developmental Delay: The Role of Cumulative Risk

Autor/inn/en	Bagner, Daniel M.; Graziano, Paulo A.
Titel	Barriers to Success in Parent Training for Young Children with Developmental Delay: The Role of Cumulative Risk
Quelle	In: Behavior Modification, 37 (2013) 3, S.356-377 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-4455
DOI	10.1177/0145445512465307
Schlagwörter	Barriers; Tutoring; Role; Risk; Young Children; Developmental Delays; Parent Child Relationship; Therapy; Parenting Skills; Parent Education; Child Behavior; Clinics; Behavior Problems; Dropouts; Family Structure; Intervention; Poverty; Mothers; Educational Attainment; Outcomes of Treatment; Minority Groups; Intelligence; Child Behavior Checklist; Parenting Stress Index; Wechsler Preschool and Primary Scale of Intelligence; Wonderlic Personnel Test + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Rollen; Risiko; Frühe Kindheit; Entwicklungsverzögerung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Therapie; Parents education; Elternbildung; Elternschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Familienkonstellation; Familiensystem; Armut; Mother; Mutter; Bildungsabschluss; Bildungsgut; Ethnische Minderheit; Intelligenz; Klugheit
Abstract	The purpose of this study was to examine the effect of cumulative risk on dropout and treatment outcome in parent training. Participants were 44 families of young children (mean age of 49.59 months) who presented with elevated externalizing behavior problems and developmental delay or borderline developmental delay. All families were offered to receive Parent-Child Interaction Therapy (PCIT), an evidence-based, behavioral parent-training intervention, at a hospital-based outpatient clinic. Cumulative risk was calculated as a sum of risk variables, including socioeconomic disadvantage (poverty, low maternal education), family structure (single-parent household), and maternal risk characteristics (minority status, lower intelligence, and parental distress). Families with higher cumulative risk scores, especially those with three or more risks, were more likely to drop out of treatment and display diminished treatment response in child behavior and parenting skills compared with families with lower cumulative risk scores. However, only two individual risk factors (i.e., minority status and family structure) predicted dropout, and one individual risk factor (i.e., maternal education) predicted outcome. These findings suggest that it can be useful to conceptualize risk factors as having a cumulative, in addition to individual, influence on parent-training interventions for children with developmental delay and have significant implications for clinical practice. It is important for clinicians to regularly assess for risk factors, and future research should examine ways in which clinicians can improve retention and outcome of parent training in the presence of multiple risk factors. (Contains 4 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10