An Analysis of Training, Generalization, and Maintenance Effects of Primary Care Triple P for Parents of Preschool-Aged Children with Disruptive Behavior

Autor/inn/en	Boyle, Cynthia L.; Sanders, Matthew R.; Lutzker, John R.; Prinz, Ronald J.; Shapiro, Cheri; Whitaker, Daniel J.
Titel	An Analysis of Training, Generalization, and Maintenance Effects of Primary Care Triple P for Parents of Preschool-Aged Children with Disruptive Behavior
Quelle	In: Child Psychiatry and Human Development, 41 (2010) 1, S.114-131 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-398X
DOI	10.1007/s10578-009-0156-7
Schlagwörter	Behavior Problems; Intervention; Self Efficacy; Prevention; Parents; Generalization; Preschool Children; Cues; Parent Child Relationship; Scores; Parent Attitudes; Surveys; Outcomes of Treatment; Training + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prävention; Vorbeugung; Eltern; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stichwort; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Survey; Umfrage; Befragung; Ausbildung
Abstract	A brief primary care intervention for parents of preschool-aged children with disruptive behavior was assessed using a multiple probe design. Primary Care Triple P, a four session behavioral intervention was sequentially introduced within a multiple probe format to each of 9 families to a total of 10 children aged between 3 and 7 years (males = 4, females = 6). Independent observations of parent-child interaction in the home revealed that the intervention was associated with lower levels of child disruptive behavior both in a target training setting and in various generalization settings. Parent report data also confirmed there were significant reductions in intensity and frequency of disruptive behavior, an increase in task specific parental self-efficacy, improved scores on the Parent Experience Survey, and high levels of consumer satisfaction. All short-term intervention effects were maintained at four-month follow-up. Implications for the delivery of brief interventions to prevent conduct problems are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10