Article

Randomized controlled trial of a brief intervention for increasing participation in parent management training. Journal of Consulting and Clinical Psychology, 73, 872-879

Department of Psychology, Harvard University, Cambridge, MA 02138, USA.
Journal of Consulting and Clinical Psychology (Impact Factor: 4.85). 11/2005; 73(5):872-9. DOI: 10.1037/0022-006X.73.5.872
Source: PubMed

ABSTRACT Evidence-based treatments exist for a range of child and adolescent behavior problems; however, effects are often limited by poor treatment attendance and adherence. The authors developed and evaluated the efficacy of a brief (5 to 45 min) intervention designed to increase treatment attendance and adherence in a sample of 76 parents referred for treatment of their child's oppositional, aggressive, and antisocial behavior. The results of this randomized controlled trial showed that parents who received this brief intervention had greater treatment motivation, attended significantly more treatment sessions, and had greater adherence to treatment according to both parent and therapist report. This study provides researchers and clinicians with a brief and efficacious method of increasing motivation, attendance, and adherence for treatment.

Download full-text

Full-text

Available from: Matthew K Nock, May 20, 2014
0 Followers
 · 
102 Views
  • Source
    • "Effective R. Eiraldi et al. 10 engagement strategies with low-income families include (a) acknowledging parents' values and their expertise about their children, (b) acknowledging that they want to be good parents, (c) reinforcing parents for their efforts to change, and (d) giving them options for achieving intervention goals (Gross et al., 2014). Motivation strategies include eliciting self-motivating change statements and identifying, developing, and executing plans for dealing with barriers to treatment adherence and continued participation in treatment sessions (Nock & Kazdin, 2005). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Schools have become the main provider of services to children with mental health needs. Although there is substantial literature on barriers to implementation of evidence-based practices (EBPs) in under-resourced school districts, less has been written on how to overcome those barriers. Providing mental health services in the school setting presents a tremendous opportunity to increase access to quality mental health care for underserved youth. This review provides a brief overview of the barriers to successful implementation and sustainment of EBPs in under-resourced public schools and provides recommendations for overcoming them. The discussion is organized around an established conceptual framework adapted for the delivery of services in under-resourced schools that focuses on interdependent factors that exist at the individual-, team-, school-, and macro-levels. This manuscript explores some recommendations and strategies for effectively addressing challenges related to implementation of EBPs. Research ideas are offered to bridge the research-to-practice gap that impacts many under-resourced public school districts.
    05/2015; DOI:10.1080/1754730X.2015.1037848
  • Source
    • "Some of the events on the questionnaire assessed whether: (1) caretakers had lost their job, (2) had become separated or divorced, and if (3) there was a death or serious illness in the family. Life event questionnaires are commonly used in intervention engagement research, and there is no " gold standard " life event measure (Nock and Kazdin 2005). For this study the questionnaire was scored by counting the number of affirmative responses. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Behavioral parent training is an effective intervention for many child behavior problems; however, low parent attendance and premature termination of intervention have been chronic barriers to successful implementation. Socioeconomic factors, demographic characteristics, social support, stressful life events, and parental depression have all been identified in prior research as risk factors for premature termination. The present study tested whether these risk factors were valid predictors in a targeted prevention sample using a novel methodology, a binary segmentation procedure (SEARCH), to identify meaningful subgroups within the sample. The SEARCH procedure, a person-centered approach to analysis, resulted in five mutually exclusive groups. These groups were classified based on social support and stressful life events, and group membership significantly predicted attendance at parent training. Other frequently studied predictors, such as income, were not significant predictors within this sample. The groups which were characterized by higher social support and fewer life events typically attended more sessions; however, the relationship between these risk factors was not linear and would not have been detected by many other methods of analysis. These findings both contribute to the overall literature on parent training preventions, and suggest that binary segmentation procedures, such as SEARCH, may have widespread utility in prevention research because such procedures allow for the detection of non-linear interactions between risk factors.
    Prevention Science 11/2014; 16(4). DOI:10.1007/s11121-014-0526-7 · 2.63 Impact Factor
  • Source
    • "This could be an area of particular importance for families with ADHD as motivational deficits have been found in adults with ADHD (Volkow et al. 2009; Cubillo et al. 2012). Previous research has demonstrated the benefits of a brief intervention designed to increase parents' motivation in relation to attendance and reported adherence with a PP for children with conduct problems (Nock & Kazdin 2005). The second novel theme 'Initial approach to the family' covered suggestions relating to early contact with families. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Background The importance of early intervention approaches for the treatment of attention-deficit hyperactivity disorder (ADHD) has been increasingly acknowledged. Parenting programmes (PPs) are recommended for use with preschool children with ADHD. However, low ‘take-up’ and high ‘drop-out’ rates compromise the effectiveness of such programmes within the community.Methods This qualitative study examined the views of 25 parents and 18 practitioners regarding currently available PPs for preschool children with ADHD-type problems in the UK. Semi-structured interviews were undertaken to identify both barriers and facilitators associated with programme access, programme effectiveness, and continued engagement.Results and conclusionsMany of the themes mirrored previous accounts relating to generic PPs for disruptive behaviour problems. There were also a number of ADHD-specific themes. Enhancing parental motivation to change parenting practice and providing an intervention that addresses the parents' own needs (e.g. in relation to self-confidence, depression or parental ADHD), in addition to those of the child, were considered of particular importance. Comparisons between the views of parents and practitioners highlighted a need to increase awareness of parental psychological barriers among practitioners and for better programme advertising generally. Clinical implications and specific recommendations drawn from these findings are discussed and presented.
    Child Care Health and Development 06/2014; 41(1). DOI:10.1111/cch.12146 · 1.83 Impact Factor
Show more