TY - JOUR
T1 - Attendance and implementation of strategies in a behavioral parent-training program
T2 - Comparisons between english and español programs
AU - Ogg, Julia
AU - Shaffer-Hudkins, Emily
AU - Childres, Jillian
AU - Feldman, Marissa
AU - Agazzi, Heather
AU - Armstrong, Kathleen
N1 - Publisher Copyright:
© 2014 Michigan Association for Infant Mental Health.
PY - 2014/11/1
Y1 - 2014/11/1
N2 - Low levels of attendance and implementation of strategies in behavioral parent-training programs may limit their impact. The purpose of this study was to examine attendance and implementation across a behavioral parent-training program delivered in English and Español. Participants included parents (n = 739) of young children who attended a behavioral parent-training program. The mean number of sessions attended for the entire sample was 4.46 (SD = 1.66, range = 1-6) of six sessions, and the mean number of strategies implemented was 17.66 (SD = 11.43, range = 0-35) of a possible 35. There were no significant differences across the number of sessions attended among the participants in the English (M = 4.45) and Español versions (M = 4.48) of the course, t(737) = -0.20, p = .85. There also were no significant differences between the English (M = 17.97) and Español (M = 16.87) versions for the number of Tip Trackers completed, t(737) = 1.18, p = .24. Only child diagnosis predicted parent attendance in the English group. Implications for research and practice are discussed.
AB - Low levels of attendance and implementation of strategies in behavioral parent-training programs may limit their impact. The purpose of this study was to examine attendance and implementation across a behavioral parent-training program delivered in English and Español. Participants included parents (n = 739) of young children who attended a behavioral parent-training program. The mean number of sessions attended for the entire sample was 4.46 (SD = 1.66, range = 1-6) of six sessions, and the mean number of strategies implemented was 17.66 (SD = 11.43, range = 0-35) of a possible 35. There were no significant differences across the number of sessions attended among the participants in the English (M = 4.45) and Español versions (M = 4.48) of the course, t(737) = -0.20, p = .85. There also were no significant differences between the English (M = 17.97) and Español (M = 16.87) versions for the number of Tip Trackers completed, t(737) = 1.18, p = .24. Only child diagnosis predicted parent attendance in the English group. Implications for research and practice are discussed.
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U2 - 10.1002/imhj.21470
DO - 10.1002/imhj.21470
M3 - Article
C2 - 25798505
AN - SCOPUS:84910655505
SN - 0163-9641
VL - 35
SP - 555
EP - 564
JO - Infant Mental Health Journal
JF - Infant Mental Health Journal
IS - 6
ER -