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


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.

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Available from: Matthew K Nock, May 20, 2014
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    • "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). "
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    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.
    Full-text · Article · May 2015 · Advances in School Mental Health Promotion
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    • "In their recent paper " The Promise of Motivational Interviewing in School Mental Health " , Frey et al. (2011) anticipate an expansion of MI within the context of school mental health, noting its previously untapped potential. They highlight a number of systemic interventions which contain an MI component, including Participation Enhancement Intervention (Nock & Kazdin, 2005), the Ecological Approach to Family Intervention and Treatment (EcoFIT) (Dishion & Stormshak, 2007), Classroom Check-up (Reinke, Lewis-Palmer, & Merrell, 2008) and First Step to Success (Frey et al., 2008). Moreover, they claim that the MI principles should form the basis of conversations with students, parents and teachers. "
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    ABSTRACT: Research suggests motivational interviewing (MI) techniques are both widely-used by educational psychologists (EPs) and effective in supporting young people of secondary age. To date, there has been no published research investigating the use of MI with primary-aged children. This study details the use of a short MI-based intervention with a primary-aged pupil identified as disengaged. A case-based approach was employed, using pupil and teacher interviews and observational fieldnotes to assess the usefulness of the intervention. Data were analysed using thematic analysis and the intervention checked for adherence to the MI spirit and principles. Here the process, structure and outcomes of the intervention are exemplified through an illustrative case study with a nine-year-old boy. Results indicate that the adapted intervention had a significant impact on learning motivation and classroom behaviour. The implications of the findings are discussed in relation to the use of school-based therapeutic interventions by EPs.
    Full-text · Article · Jan 2015 · Educational Psychology in Practice
    • "MI has been successfully used with parents, as well. One effort has been to use a single session to promote treatment adherence for parents in a behavioral training program for child behavior problems (Chaffin, Funderburk, Bard, Valle, & Gurwitch, 2011; Nock & Kazdin, 2005). It has also been an integral part of the Family Check-Up (Dishion & Stormshak, 2007), which uses MI as part of a brief, 3-session intervention intent on promoting positive parenting behaviors, reducing child behavior problems, and increasing motivation to engage in further services. "

    No preview · Article · Jan 2015 · Psychology of Violence
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