Effects of Triple P on Digital Technological Device Use in Preschool Children

Özyurt, Gonca; Dinsever, Çağla; Çalışkan, Zehra; Evgi̇n, Derya

doi:10.1007/s10826-017-0882-6

Cited by 15 publications

(11 citation statements)

References 61 publications

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“…As a result, parent-child interaction training can increase the closeness and reduce the conflict between parents and child and reduce the exposure of children to digital devices. 44 The results of this study also showed that with parent-child interaction enhancement and reducing the exposure of children to digital devices, executive function skills have improved. This finding is consistent with the previous studies that have shown that extreme use of digital devices and the reduction in parent-child interactions have a negative impact on children executive function skills.…”

Section: Discussionmentioning

confidence: 56%

“…As a result, parent–child interaction training can increase the closeness and reduce the conflict between parents and child and reduce the exposure of children to digital devices. 44…”

Section: Discussionmentioning

confidence: 99%

“…[38][39][40] It seems that there is an inverse relationship between the amount of time children use digital devices with parent-child interaction. [41][42][43][44] Parent training is one of the most effective, in both outcome and cost, interventions for children. [45][46][47][48] Given the background knowledge that we have, the aim of this study is to investigate the effect of parent-child interaction training on the amount of time children use digital devices, conflict and closeness in parent-child relationships, executive functioning, and brain electrophysiological activities.…”

Section: Introductionmentioning

confidence: 99%

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Effects of parent–child interaction training on children who are excessively exposed to digital devices: A pilot study

Sadeghi

Pouretemad

Khosrowabadi

et al. 2019

Int J Psychiatry Med

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Objective In the last decade, the use of digital devices among children has increased. This study examines the effects of parent–child interaction training on the amount of time children use digital devices, conflict and closeness in parent–child relationships, executive functions, and the electroencephalogram absolute power in children who excessively use the digital devices. Method The sample group consisted of 12 children (24 to 47 months) who spent more than half of their waking hours using digital devices. Parents were trained to intensive interaction with the child for two months. Electroencephalogram absolute power, parent–child interaction, the amount of time children use digital devices, and children’s executive function skills were assessed. Results Parent–child intensive interaction reduces the use of digital devices; decrease the conflicts and increase the closeness in parent–child relationships; decrease executive functioning problems; and increase the absolute power of alpha and alpha 2 (F3), beta 1 (F3), and beta and beta 2 (F3, Fp2). Conclusion These findings provide evidence of the negative effects of the excessive use of digital devices in children, the importance of parent–child interaction, and its positive impacts on cognitive and brain functions in children. It might contribute to better understand the importance of parent–child interaction in the early years.

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Section: Discussionmentioning

confidence: 56%

“…As a result, parent–child interaction training can increase the closeness and reduce the conflict between parents and child and reduce the exposure of children to digital devices. 44…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of parent–child interaction training on children who are excessively exposed to digital devices: A pilot study

Sadeghi

Pouretemad

Khosrowabadi

et al. 2019

Int J Psychiatry Med

View full text Add to dashboard Cite

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“…This new generation of 'digital parents' wants to learn about the best practices for providing digital media to their young children (Livingstone et al, 2015). From a public health perspective, there is a strong need to have positive parenting programs or sharing lists of recommended imaginative, creative and educational sites and apps for parents (Özyurt, Dinsever, Çalişkan & Evgin, 2018). In dealing with the disruptions to traditional forms of play, parent training programs can provide a vital role in reducing parental screen time and increasing parent-child interactions.…”

Section: Discussionmentioning

confidence: 99%

A qualitative case study about overuse of digital play at home

et al. 2021

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The prevalence of digital play devices, including tablets and smartphones, has led to overuse among some young children. The purpose of this research is to examine the overuse cases among young children. Participants of this qualitative case study were five children aged five to seven years, their parents, and a psychiatrist. The data were mainly obtained through semi-structured interviews. Interviews were further supported by close observations, a collection of digital play diaries, as well as an interview with a psychiatrist who specializes in childhood gaming addiction. Then data analyzed using content analysis techniques. The results are presented in five themes: practices, reasons, feelings about overuse, restricting playtime, and content. The first three themes described the nature of the overuse, while the last two themes described the parents’ efforts to restrict their children’s digital play. Findings revealed that the joint effects of different factors triggered children’s overuse, that parents and children felt a range of emotions from happiness to aggression, and that parents’ restrictive mediation strategies were mostly infective.

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“…As mentioned above, much work on the early excessive screen time consequences has been carried out, however few studies have been performed to evaluated the interventions for children with autism symptoms and excessive screen-time (PDNAS). For example, Özyurt et al, (2018) used the Positive Parenting Program (Triple P) intervention and Adams et al (2018) used the responsive parenting intervention to show that parent training is effective method for reduce the duration of children's screen time and television exposure (Adams et al, 2018;Özyurt, Dinsever, Çalişkan, & Evgin, 2018). Also, in our more recent studies, we demonstrated that early parentchild interaction is associate with normalized patterns of brain activity (EEG absolute, relative and ratio power), which were associated with reducing the duration of screen-time, improvements in executive functioning problems, autism symptoms and repetitive behaviors of young children with autism symptoms and excessive screen time (Sadeghi et al, 2019a;Sadeghi, Pouretemad, Khosrowabadi, Fathabadi, & Nikbakht, 2019b;Sadeghi et al, 2019c).…”

Section: Introductionmentioning

confidence: 99%

Internet-Based versus Center-Based Intervention Training for Parents of Young Children with Post-Digital Nanning Autism Syndrome (PDNAS): A Comparative Study

Hr¹,

Sadeghi²,

Shalani³

2020

Preprint

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AbstractobjectivesInternet-based intervention approach is one novel strategy to train. However, only a few clinical trials have compared internet-based parent training intervention with an equal center-based intervention for children with ASD. The primary aim of this study was to compare treatment outcomes of an internet-based intervention with a center-based intervention for young children with Post Digital Nanning Autism Syndrome (PDNAS). MethodsA total of 40 mother–young children with PDNAS dyads were assigned to the internet-based (n=20) and to the center-based intervention (n=20). Parents in both groups received intervention that involves 7 sessions (one session per week). Primary outcome measures were the Gilliam Autism Rating Scale - Second Edition (GARS-2), Repetitive Behavior Scale- Revised (RBS-R) and Parenting Stress Index (PSI). ResultsThe analysis yielded no significant between-group difference for any of the pre- to post-intervention measurements. At post-intervention both intervention conditions revealed significant symptoms changes compared to before the intervention. Also, the parental stress was significant related to the child’s autism symptoms and repetitive behaviors severity.Conclusion: Internet-based parent training intervention for young children with PDNAS and their parents is equally beneficial to regular center-based parent training intervention. These findings support the potential for using telehealth to provide research-based parent training interventions to any family that has access to the Internet.

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Effects of Triple P on Digital Technological Device Use in Preschool Children

Cited by 15 publications

References 61 publications

Effects of parent–child interaction training on children who are excessively exposed to digital devices: A pilot study

Effects of parent–child interaction training on children who are excessively exposed to digital devices: A pilot study

A qualitative case study about overuse of digital play at home

Internet-Based versus Center-Based Intervention Training for Parents of Young Children with Post-Digital Nanning Autism Syndrome (PDNAS): A Comparative Study

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