Predicting the acquisition of parenting skills via four training methods

O'Dell, Stan L.; O'Quin, Jo Ann; Alford, Brad A.; O'Briant, Angela L.; Bradlyn, Andrew S.; Giebenhain, Jean E.

doi:10.1016/s0005-7894(82)80063-4

Cited by 50 publications

(34 citation statements)

References 9 publications

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“…During the past 25 years, many studies have examined the impact of videotaped training in the context of home-based interventions. Videotaped training has been shown to be an effective means of changing both parent and child behaviors, including parental management of behavior problems (Webster-Stratton, 1981), usage of reinforcement strategies (O'Dell et al, 1982), parent-adolescent interactions (Lim, Stormshak, & Dishion, 2005), and child non-compliance (Pisterman et al, 1992).…”

Section: Investigating Applied Usage: Issues Of Training and Treatmenmentioning

confidence: 99%

“…In fact, some research has found that children whose parents receive videotaped training may experience gains in expressive vocabulary that are similar to (O'Dell et al, 1982), if not greater than , those of children whose parents received live training from a researcher (i.e., strategy instruction, modeling, and direct feedback during role play activities). Arnold and colleagues (1994) reasoned that the standardization of videotaped training may represent a substantial advantage of the method.…”

Section: Investigating Applied Usage: Issues Of Training and Treatmenmentioning

confidence: 99%

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Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity

Briesch

Chafouleas

LeBel

et al. 2008

Psychology in the Schools

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Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool‐aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies through videotaped training; however, supplemental training may be necessary to teach caregivers certain strategies if they are to use them with integrity. © 2008 Wiley Periodicals, Inc.

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Section: Investigating Applied Usage: Issues Of Training and Treatmenmentioning

confidence: 99%

Section: Investigating Applied Usage: Issues Of Training and Treatmenmentioning

confidence: 99%

Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity

Briesch

Chafouleas

LeBel

et al. 2008

Psychology in the Schools

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“…Firstly, there is a marked degree of overlap between conduct disorders and other childhood behaviour problems such as "hyperactivity" (O'Leary, 1980;Herbert, 1987b). Secondly, what constitutes conduct-disordered behaviour in children changes with age.…”

Section: Definitionmentioning

confidence: 99%

“…Various models have been used in the training of caregivers to conductdisordered children, including humanistic, socioteleological and systems (Ollendick & Cerny, 1981). However, the most frequently utilised are behavioural approaches derived from social learning theory (e.g.…”

Section: Definition and Rationalementioning

confidence: 99%

The triadic model as applied to the treatment of conduct-disordered children: A review and critique

Blair

1991

Counselling Psychology Quarterly

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Conduct-disordered behaviour in children has long been recognised as an area of particular concern for counsellors, clinical and educational psychologists and other professionals, especially given its widespread incidence and poor long-term prognosis. In response to this concern, one recent development in the field has been the use of an applied social learning theory approach, utilising a triadic model of intervention. Such a model, rather than working directly with the child, firmly locates the parent or other caregiver as the agent of change. This paper reviews critically the work which has been carried out under the broad rubric of the m'adic model, addressing specifcally the short-and longer-term eflcacy of such interventions. In addition, certain shortcomings and limitations in existing practice are identifed. It is argued that, in order to optimise the eflectiveness of interventions, this will in many instances require a consideration of and work on parental well-being and self-esteem, the role of family dynamics and the influence of the social context.Conduct-disordered behaviour in children has long been recognised as an area of particular concern for clinical psychologists and other professionals, especially given its widespread incidence and poor long-term prognosis. Historically, however, lasting therapeutic change has proved difficult to facilitate. A recent development has been the use of a triadic model as a mode of intervention. This model, rather than working directly with the child, firmly locates the parent or other caregiver as the agent of change.This paper seeks to identify the theoretical rationale underlying the use of the triadic model as a therapeutic strategy with conduct-disordered children. It then considers the types of interventions which have been used under the rubric of such a model and the efficacy, both short-and long-term, of such interventions. Finally, it considers some limitations of this approach, particularly if used narrowly. Specifically, it is argued that to optimise the effectiveness of interventions, many cases may require a consideration of, and work on, parental well-being and self-esteem, the role of family dynamics and the influence of the social context.

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“…Although this author does not advocate the therapist-substitute tape use, tapes have been played for populations as varied as users of a 24-hour hot-line (Hill & Harmon, 1976), depressed V.A. inpatients (Neumann, 1981), and parents of two-to-ten year old children (O'Dell, et al, 1982). In such cases tape provides behavioral suggestions and supportive statements.…”

Section: Treatment Adjunctmentioning

confidence: 99%

Tape recorders in clinical sessions: Deliberate and fortuitous effects

Bogolub¹

1986

Clin Soc Work J

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Literature indicates that tape recorders have five purposes in clinical work: observation of sessions, teaching, research, recording, and treatment adjunct. Experience indicates that when a tape recorder is used for any of these purposes, client responses to the tape recorder can express transference or psychopathology. Such client responses can be used to deepen sessions. Experience also indicates that therapist responses to the tape recorder occasionally impede practice. However, therapists using tape recorders typically work at peak levels, because the tape recorder symbolizes recognition by others.

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Predicting the acquisition of parenting skills via four training methods

Cited by 50 publications

References 9 publications

Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity

Impact of videotaped instruction in dialogic reading strategies: An investigation of caregiver implementation integrity

The triadic model as applied to the treatment of conduct-disordered children: A review and critique

Tape recorders in clinical sessions: Deliberate and fortuitous effects

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