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Evaluating the role of parent-child interactive groups in a parent training program for children with externalizing and/or internalizing behavior problems
journal contributionposted on 2019-01-01, 00:00 authored by S Buchanan-Pascall, Glenn MelvinGlenn Melvin, M S Gordon, K M Gray
© 2019, Copyright © 2019 Taylor & Francis Group, LLC. SYNOPSIS: Objective: This study evaluated the role of parent-child interactive groups in a group-based parent training program for children with externalizing and/or internalizing behavior problems; Design: A cluster-randomized trial design compared two versions of delivery of the Exploring Together program, with (Exploring Together; ET) and without (Exploring Together-Adapted; ET-Adapted) the parent-child interactive component. Participants were 136 parents and their children (aged 5–10 years) with identified externalizing and/or internalizing problems, recruited from primary schools. Outcome measures were parent- and teacher-reported child externalizing and internalizing problems, assessed at post intervention and at 6- and 12-month follow-ups; Results: Significant reductions in parent- and teacher-reported child externalizing and internalizing problems were evident across both treatment groups (ET and ET-Adapted) at post intervention. At the 6- and 12-month follow-ups significant reductions were maintained across both groups on parent-reported child externalizing and internalizing problems only. No differences were found between the two treatment groups on any of the child outcome variables at any time point; Conclusions: Inclusion of parent-child interactive groups was not associated with greater improvement in child behavior outcomes. This finding suggests service providers would need to consider potential resource (i.e., staffing allocation) and clinical benefit (i.e., coaching parents through behavior management issues in vivo) associated with the two versions of the program.