Parent- and teacher-reported long-term effects of parent training on child conduct problems in families with child protection and other support services: a randomized controlled trial

Abstract

Background This randomized controlled trial (RCT) evaluated the long-term effectiveness of the Incredible Years® (IY) Parenting Program in modifying children’s externalizing problems among families in Child Protection Services (CPS) and using other special support services. We also examined whether parent-reported effects of the IY® generalize to the daycare/school setting as reported by teachers. Methods Participants in the study were 3–7-year-old children with behavioural problems (N = 102 at baseline, N = 89 at one-year follow-up). Participants were randomized to intervention (N = 50) and control groups (N = 52) after the baseline assessment. The intervention group received 19-week IY® Parenting Program. The effectiveness of the intervention was analyzed using linear mixed model. Results Our previously reported pre-post intervention effects on CBCL (Child Behavior Checklist) and ECBI (Eyberg Child Behavior Inventory) were not sustained to the one-year follow-up. Child conduct problems decreased from baseline to follow-up in both intervention and control groups. The positive changes were not observed at daycare/school from baseline to post-intervention or to the one-year follow-up, and there were no significant differences in changes between the groups. Conclusions Evidence-based parenting program IY® seems to be an effective intervention for child conduct problems in the short term in families in the CPS context, but sustaining the positive effects and generalizing them to the daycare/school context are challenging. Trial registration: The trial is registered in the ClinicalTrials.gov registry (NCT03239990), Registered August 4th, 2017; https://clinicaltrials.gov/ct2/results?cond=&term=NCT03239990&cntry=&state=&city=&dist=

Effects of a Parenting Intervention for Emotional and Behavioral Problems in Young Autistic Children Under Conditions of Enhanced Uncertainty: Two-Year Follow-up of a Pilot Randomized Controlled Trial Cohort (ASTAR) During the United Kingdom COVID-19 Pandemic

“…Similar longer-term effects are reported elsewhere for parent-mediated interventions targeting autistic symptoms in children 9 ; however, in non-autistic child populations, mixed findings as to whether effects of BPIs are reduced, sustained, or amplified over time are reported. 10 , 11 , 12 …”

“…Evidence is mixed as to whether effects of BPIs are reduced, sustained, or amplified in non-autistic child populations over time. 10 , 11 , 12 However, in the Research Units in Behavioral Intervention (RUBI) trial of an individually delivered BPI targeting EBPs in autistic children, divergence from the psychoeducation control arm increased in the 2 months after the core 16-week intervention (although it should be noted that up to 3 booster sessions were offered between 16 and 24 weeks). 13 …”

Parent training for 842 families experiencing disruptive child behavior across 19 Danish community sites: A benchmark effectiveness study

“…As long‐term changes in disruptive child behaviors are essential to actually changing a child's developmental trajectory, this limits our conclusions on the effectiveness of the IYPT to immediate effects. The evidence points to a maintenance of treatment effects on disruptive child behaviors over several years for behavioral parent interventions in general (van Aar, Leijten, Orobio de Castro & Overbeek, 2017) and for the IYPT in particular (e.g., Azevedo, Seabra‐Santos, Gaspar & Homem, 2013; Drugli, Larsson, Fossum & Mørch, 2010; Scott, 2005), but some studies have failed to support this (e.g., Karjalainen, 2021). Future research should aim to examine longer‐term effects (both primary and derived) of the IYPT for both children and their families.…”

The Role of Teacher Interpersonal Behavior on Learning Outcomes in The Cognitive, Affective, and Moral Domains

“…Measuring the teacher's interpersonal skills is carried out through evaluating dimensions related to the learning environment in the classroom. This dimension refers to teaching concepts that are able to create a positive and conducive learning climate from the beginning to the end of learning, thus creating a quality teaching process (Karjalainen et al, 2021;Nasaescu et al, 2023). This interpersonal ability can be assessed through interactive dialogues and interactive discussions between teachers and students.…”