Parental Preferences for Early Intervention Programming Examined Using Best–Worst Scaling Methodology

Abstract

Background Many programs and interventions are available to support families of

Engaging Fathers in Effective Parenting for Preschool Children Using Shared Book Reading: A Randomized Controlled Trial

“…Our posttreatment focus groups suggest that many fathers appreciated the opportunity to connect with other fathers, whereas others noted that having the child’s mother more involved, in various ways, would have been preferred. This can be contrasted with a recent preference survey in which mothers from low-income families stated a preference for mother-only groups, whereas fathers were largely equivocal about group composition (Fabiano et al, 2016). Given that coparenting consistency and support is likely most beneficial for supporting children’s development (Teubert & Pinquart, 2010), consideration must be given to determine how and in what ways to involve mothers.…”

“…The parenting literature for fathers focuses on a deficit model that depicts fathers as ineffective or neglectful parents (Fabiano, 2007; Panter-Brick et al, 2014). Research has documented that fathers report a desire to be good parents and to help their children achieve positive outcomes (Fabiano, Schatz, & Jerome, 2016), but barriers, such as less inclination to accept services and a sense that services do not appropriately address their needs, limit their success (Dubowitz, Lane, Ross, & Vaughan, 2004). As noted by Fabiano (2007), the content of typical BPT programs assume a parenting deficit that needs to be “fixed,” and this model may disrupt engagement and efforts toward change.…”

“…Moreover, fathers serve in different roles in many families, and the topics discussed in BPT more often focus on the roles typically held by mothers (e.g., daily household activities). As such, a strength-based approach focused on meaningful father–child interactions that addresses important functional child outcomes, such as learning to read (Duursma & Pan, 2011; Fabiano et al, 2016; Fagan & Iglesias, 1999), may be helpful to engage fathers in BPT.…”

“…The novel aspect of the FSSP program is that we integrated BPT skills training into a key parent–child context (i.e., shared book reading) using principles of Dialogic Reading (DR), an evidence-based intervention to improve early academic readiness (primarily language skills) in preschool children (Lonigan & Whitehurst, 1998; Wasik & Bond, 2001; Whitehurst, Arnold, et al, 1994; Whitehurst, Epstein, et al., 1994; Whitehurst et al, 1999). Shared book reading through DR was espoused by Head Start, the father’s community advisory board, and researchers as a meaningful context for supporting father–child interactions and improving parenting behavior (see also Fabiano et al, 2016) while also aligning closely with one of the key priorities of early education programs (i.e., developing academic readiness). In addition, fathers often engage in this activity with their children (Duursma & Pan, 2011) and both mothers and fathers value and hope to support their young children’s learning (Duursma & Pan, 2011; Fabiano et al, 2016; Fagan & Iglesias, 1999).…”

“…Shared book reading through DR was espoused by Head Start, the father’s community advisory board, and researchers as a meaningful context for supporting father–child interactions and improving parenting behavior (see also Fabiano et al, 2016) while also aligning closely with one of the key priorities of early education programs (i.e., developing academic readiness). In addition, fathers often engage in this activity with their children (Duursma & Pan, 2011) and both mothers and fathers value and hope to support their young children’s learning (Duursma & Pan, 2011; Fabiano et al, 2016; Fagan & Iglesias, 1999). Moreover, researchers have successfully recruited fathers of preschoolers for DR (e.g., Fagan & Iglesias, 1999), including those from lower socioeconomic status backgrounds (Whitehurst, Arnold, et al., 1994).…”