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| ID | Type | Description | Link |
|---|---|---|---|
| 1R21HD104367-01A1 | U.S. NIH Grant/Contract | View source |
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| Name | Class |
|---|---|
| Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) | NIH |
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This project is a study funded by the National Institute of Child Health and Human Development to develop and pilot test an adapted parenting intervention to decrease excessive/inappropriate screen media use in young children with externalizing behavior problems.
The goal of this study is to develop and pilot test an adapted screen time intervention for parents of young children with externalizing behavior problems. As young children's access and exposure to different types of screen media devices has increased, so has public health concern around the links between unhealthy early screen media use (including excessive use and exposure to inappropriate content) and poor child outcomes. Research shows that exposure to screen media and externalizing behavior problems in young children are linked. Externalizing behavior problems also present a significant barrier to parents attempting to adhere to screen media use recommendations. Despite these public health concerns, screen media use interventions have not yet specifically targeted children with externalizing behavior problems. To address this need, the investigators propose to explore a novel approach to intervening around screen time, by adapting a behavioral parenting intervention designed for parents of children with externalizing behavior problems to integrate content around screen time. Leveraging an existing evidence-based parenting intervention will allow for the intervention to target parenting generally, as well as screen time specific parenting, without requiring additional resources. This study will focus on adapting a group-based parenting intervention, the School Readiness Parenting Program (SRPP). The SRPP is an 8-week parenting intervention based on a group Parent-Child Interaction Therapy model. In total, 55 parents of preschool-aged children with externalizing behavior problems will be recruited. Following a development phase, the investigators will conduct a small open trial (n = 15) to assess the feasibility of the screen time adapted intervention and families' satisfaction and response to treatment. At this phase, the investigators will also pilot a multimodal method of tracking child screen use using objective data from mobile devices and parent-completed media use logs. Upon making modifications based on results of the open trial and feedback from an external advisory panel of experts and community stakeholders, a pilot randomized controlled trial (n = 40) will follow. Parents will be randomly assigned to receive either the screen time adapted SRPP (n = 20) or the original SRPP (n = 20) program. Assessment measures will be completed at prettest, posttest, and at a 1 month follow up. The investigators will examine feasibility and acceptability of the screen time adapted intervention in the randomized controlled trial. The investigators will also examine children's screen use patterns, including overall screen time, proportion of screen time that is educational, and frequency of parent-child co-use of screen media. In an exploratory fashion, the investigators will examine the effect of the intervention on child externalizing behavior problems.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Screen media adapted School Readiness Parenting Program | Experimental | Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) |
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| Original School Readiness Parenting Program | Active Comparator | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) |
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| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Screen media adapted School Readiness Parenting Program | Behavioral | For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP. |
| Measure | Description | Time Frame |
|---|---|---|
| Child Screen Media Use (Time) | Child screen media use will be measured with parent-reported data on screen use duration (including TV and other screen devices) and content. The outcome variable will be total screen use per weekend day. | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16) |
| Child Screen Media Use (Proportion Educational) | The proportion of child screen media use that parents report is educational. | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16) |
| Treatment Attitude Inventory (TAI) | The TAI is a parent-report measure that assesses parent satisfaction with treatment. Test-retest reliability over 4 months and correlations between the TAI and both parent-rating scales and observational measures of treatment change have been demonstrated. The TAI total score will be administered to assess parent satisfaction with the intervention. The minimum value is 0 and the maximum is 50, with higher scores indicating better satisfaction. | Posttest (Week 8) |
| Perceived Parental Efficacy Scale | Parents' perceived efficacy in managing children's screen time will be assessed using the Perceived Parental Efficacy subscale of the Parent Perceptions of Technology Scale (PPTS), which assesses parents' self-efficacy in using electronic media and managing children's screen time (e.g., "I won't bother setting parental controls or passwords because my kids will "hack" around them."). The 5 items are rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). Items were reverse scored and averaged to create the overall scale score, with higher scores meaning better perceived efficacy. | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16). |
| Technology-related Parenting Scale |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Florida International University | Miami | Florida | 33199 | United States |
A controlled access approach, using a robust system to review requests and provide secure access to de-identified data, will be utilized.
Deidentified data for the entire database will be made available for data sharing after the main findings from the final dataset have been accepted for publication.
Users will be provided with the data under a data-sharing agreement which specifies that: (1) data will be used only for research purposes; (2) data will be stored confidentially and securely; and (3) data will be destroyed after analyses are completed. PI Bagner and collaborators will identify where the data will be available and how to access the data in any publications and presentations using these data.
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For the open trial period, 28 participants were assessed for eligibility, and 10 were eligible and elected to participate (all assigned to Screen media adapted School Readiness Parenting Program). For the RCT period 142 participants were assessed for eligibility, and of these, 34 met criteria and were randomized to treatment. Participants in the open trial did not participate in the RCT.
Participants for the open trial (n = 10) and the pilot RCT (n = 34) were recruited from families attending Summer Academy, an 8-week summer camp for preschoolers with externalizing behavior.
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| ID | Title | Description |
|---|---|---|
| FG000 | Screen Media Adapted School Readiness Parenting Program | Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP. |
| Title | Milestones | Reasons Not Completed | |||||
|---|---|---|---|---|---|---|---|
| Open Trial |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP | Yes | Yes | No | Study Protocol and Statistical Analysis Plan | Jun 1, 2024 |
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Teachers rating behavior and independent coders assessing parent-child interactions will be masked to condition.
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| School Readiness Parenting Program | Behavioral | The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
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The Technology-related Parenting Scale is an 8-item self-report survey assessing parents' use of rules (e.g., "I set limits on the amount of time") and enforcement strategies ("I use passwords on these devices") for children's technology use on a 3-point scale from 0 (not true) to 2 (very true). Items will be averaged to create an overall score, with higher scores meaning more limit setting.
| Change from baseline (week 0) to posttest (week 8) and follow-up (week 16) |
| FG001 | Original School Readiness Parenting Program | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
| Received Intervention |
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| Post-test |
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| COMPLETED |
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| NOT COMPLETED |
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| Pilot Randomized Controlled Trial |
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Baseline participants include participants in the open trial in Year 1, who recieved the adapted intervention, and participants in the RCT in year 2, who were randomized to receive either the adapted or the standard intervention.
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| ID | Title | Description |
|---|---|---|
| BG000 | Screen Media Adapted School Readiness Parenting Program | Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP. |
| BG001 | Original School Readiness Parenting Program | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
| BG002 | Total | Total of all reporting groups |
| Units | Counts |
|---|---|
| Participants |
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| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Caregiver age in years | 3 participants discontinued participation before the intervention was delivered and were not included in the analyses. | Mean | Standard Deviation | years |
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| Sex: Female, Male | 3 participants discontinued participation before intervention was delivered, and were excluded from analyses | Count of Participants | Participants |
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| Ethnicity (NIH/OMB) | 3 participants discontinued participation before intervention was complete and were not included in analyses | Count of Participants | Participants |
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| Race (NIH/OMB) | 3 participants discontinued participation before the intervention was delivered, and were not included in analyses | Count of Participants | Participants |
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| Child screen media use (average weekend day) | 3 participants discontinued participation before receiving the intervention, and were not included in analyses | Mean | Standard Deviation | minutes per day |
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| Child screen media use (average weekday) | 3 participants discontinued participation before receiving the intervention, and were not included in analyses | Mean | Standard Deviation | minutes per day |
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| Child screen media use (proportion educational) | Caregivers reported the proportion of their child's screen media use that was educational | 3 participants discontinued participation before receiving the intervention, and were not included in analyses | Mean | Standard Deviation | proportion of total screen media use |
| |||||||||||||
| Perceived Parental Efficacy Scale | Parents' perceived efficacy in managing children's screen time was assessed using the Perceived Parental Efficacy subscale of the Parent Perceptions of Technology Scale (PPTS), which assesses parents' self-efficacy in using electronic media and managing children's screen time (e.g., "I won't bother setting parental controls or passwords because my kids will "hack" around them."). The 5 items were rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). | 3 participants discontinued participation before receiving the intervention, and were not included in analyses | Mean | Standard Deviation | units on a scale |
| |||||||||||||
| Technology-related Parenting Scale | 4 items from the Technology-related Parenting Scale were used to assess parents' use of rules and limit-setting (e.g., "I set limits on the amount of time") for children's technology use on a 3-point scale from 0 (not true) to 2 (very true). | 3 participants discontinued participation before receiving the intervention, and were not included in analyses | Mean | Standard Deviation | units on a scale |
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| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Child Screen Media Use (Time) | Child screen media use will be measured with parent-reported data on screen use duration (including TV and other screen devices) and content. The outcome variable will be total screen use per weekend day. | Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point. | Posted | Mean | Standard Deviation | minutes per weekend day | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16) |
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| Primary | Child Screen Media Use (Proportion Educational) | The proportion of child screen media use that parents report is educational. | Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point. | Posted | Mean | Standard Deviation | proportion of total media content | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16) |
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| Primary | Treatment Attitude Inventory (TAI) | The TAI is a parent-report measure that assesses parent satisfaction with treatment. Test-retest reliability over 4 months and correlations between the TAI and both parent-rating scales and observational measures of treatment change have been demonstrated. The TAI total score will be administered to assess parent satisfaction with the intervention. The minimum value is 0 and the maximum is 50, with higher scores indicating better satisfaction. | Analysis population includes participants in the open trial (n = 10) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). | Posted | Mean | Standard Deviation | units on a scale | Posttest (Week 8) |
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| Primary | Perceived Parental Efficacy Scale | Parents' perceived efficacy in managing children's screen time will be assessed using the Perceived Parental Efficacy subscale of the Parent Perceptions of Technology Scale (PPTS), which assesses parents' self-efficacy in using electronic media and managing children's screen time (e.g., "I won't bother setting parental controls or passwords because my kids will "hack" around them."). The 5 items are rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). Items were reverse scored and averaged to create the overall scale score, with higher scores meaning better perceived efficacy. | Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point. | Posted | Mean | Standard Deviation | units on a scale | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16). |
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| Primary | Technology-related Parenting Scale | The Technology-related Parenting Scale is an 8-item self-report survey assessing parents' use of rules (e.g., "I set limits on the amount of time") and enforcement strategies ("I use passwords on these devices") for children's technology use on a 3-point scale from 0 (not true) to 2 (very true). Items will be averaged to create an overall score, with higher scores meaning more limit setting. | Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point. | Posted | Mean | Standard Deviation | units on a scale | Change from baseline (week 0) to posttest (week 8) and follow-up (week 16) |
|
4 months
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Screen Media Adapted School Readiness Parenting Program | Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP. | 0 | 26 | 0 | 26 | 0 | 26 |
| EG001 | Original School Readiness Parenting Program | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. | 0 | 15 | 0 | 15 | 0 | 15 |
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Shayl Griffith, PhD | Florida International University | 305-348-9891 | shagriff@fiu.edu |
| Oct 11, 2024 |
| Prot_SAP_000.pdf |
| ICF | No | No | Yes | Informed Consent Form | Mar 24, 2022 | Oct 11, 2024 | ICF_001.pdf |
| ID | Term |
|---|---|
| D001523 | Mental Disorders |
| D001519 | Behavior |
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| Male |
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| Not Hispanic or Latino |
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| Unknown or Not Reported |
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| Asian |
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| Native Hawaiian or Other Pacific Islander |
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| Black or African American |
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| White |
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| More than one race |
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| Unknown or Not Reported |
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| Open Trial - Posttest |
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| Open Trial - Follow-up |
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| Pilot RCT - Baseline |
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| Pilot RCT - Posttest |
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| Pilot RCT - Follow-Up |
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| t-test, 2 sided |
| .34 |
| Other |
| ANCOVA analysis for the pilot RCT, comparing the outcome variable at posttest (Week 8) between the two groups, with pretest (baseline) scores, annual household income and household size (to approximate income-to-needs ratio), caregiver education, and child externalizing behavior as covariates. | ANCOVA | .02 | Superiority |
| ANCOVA analysis for the pilot RCT, comparing the outcome variable at follow-up (Week 16) between the two groups, with pretest (baseline) scores, annual household income and household size (to approximate income-to-needs ratio), caregiver education, and child externalizing behavior as covariates. | ANCOVA | .04 | Superiority |
| Original School Readiness Parenting Program |
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
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| OG001 | Original School Readiness Parenting Program | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
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| OG001 | Original School Readiness Parenting Program | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
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| OG001 | Original School Readiness Parenting Program | Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks) School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time. |
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