Effectiveness of a Parent Training Program for Improving Children’s Social Behavior
ABSTRACT We tested the efficacy of a social skills training program for the parents of school-aged children experiencing socio-emotional
problems. Participating families (N=42) were randomly assigned to one of three conditions: parent social skills training; parent plus parallel child social
skills training; or no-treatment control. The two treatment groups did not differ on any of the outcome measures. Treatment
was associated with improvements in parent and child social skills knowledge, parent social problem solving, and child emotional
functioning. In follow-up analyses examining mechanisms of change, parental attendance and change in child social skills knowledge
predicted response to treatment. Overall, our results highlight the utility of engaging parents as primary participants in
the treatment of children’s socio-emotional problems and suggest methods for maximizing the impact of such an intervention.
Article: Analysis of Pretest-Posttest Designs[show abstract] [hide abstract]
ABSTRACT: Discusses two approaches to data analysis in pretest-posttest research designs in which researcher has not formed groups based on pretest or used pretest information in assigning participants to groups, thus ruling out two-way analysis of variance. Describes use of repeated-measures analysis of variance and two-group analysis of covariance in which the posttest is criterion variable and pretest is covariable. (NB)Measurement and Evaluation in Counseling and Development 12/1991; · 0.71 Impact Factor
- Journal of Clinical Child and Adolescent Psychology - J CLIN CHILD ADOLESC PSYCHOL. 01/1994; 23(3):260-271.
- [show abstract] [hide abstract]
ABSTRACT: This study evaluated a social process model describing how aggression and withdrawal lead to negative social self-perceptions. The model posited both direct (i.e., cognitions associated with withdrawal) and indirect (i.e., mediations of negative peer status and peer experiences) influences. Eight- to 10-year-old children (n = 793) completed peer assessment measures of aggression, withdrawal, peer status, victimization and affiliations, and self-reports of loneliness, perceived acceptance, and perceived behavior-conduct. As expected, the model was supported for social self-perceptions but not for perceived behavior-conduct. Withdrawn behavior uniquely predicted social self-perceptions. Both negative peer status and peer victimization successively mediated the impact of social behavior on loneliness and perceived acceptance. Classroom affiliations did not mediate social self-perceptions.Developmental Psychology 02/1997; 33(1):135-45. · 3.21 Impact Factor