Abstract
Behavioral parent training (BPT) is an evidence-based intervention for the treatment of attention-deficit/hyperactivity disorder
(ADHD) and related disruptive behavioral disorders of childhood. Despite convincing data on effectiveness, engagement to BPT,
particularly for high-risk families, has been a long standing, yet understudied, issue. Data from a clinical trial of a comprehensive
BPT approach to enhance engagement and outcomes (the Strategies to Enhance Positive Parenting [STEPP] program) are presented
herein. The STEPP program was compared to a traditional group-based BPT program on propensity to attend treatment, propensity
to complete homework over the course of treatment, and dropout from BPT. Additionally, factors empirically related to engagement
to treatment and targeted by the STEPP program were analyzed to determine whether these factors were enhanced by participation
in the STEPP program. In a randomized cohort of 80 single-mothers of school-age children with ADHD, analyses demonstrated
that the STEPP program lead to greater propensity to attend treatment over time and a greater propensity to complete homework
over the course of treatment. Furthermore, participation in the STEPP Program was associated with a lower rate of dropout.
Finally, data suggested that parents assigned to the STEPP program reported significant improvements in factors empirically
related to engagement that were targeted within the STEPP program (i.e., amount and quality of social support from their group
members, expectations for treatment, and perceived barriers to treatment participation). Results of the study have implications
for targeting engagement throughout the process of BPT, particularly for high-risk families.
(ADHD) and related disruptive behavioral disorders of childhood. Despite convincing data on effectiveness, engagement to BPT,
particularly for high-risk families, has been a long standing, yet understudied, issue. Data from a clinical trial of a comprehensive
BPT approach to enhance engagement and outcomes (the Strategies to Enhance Positive Parenting [STEPP] program) are presented
herein. The STEPP program was compared to a traditional group-based BPT program on propensity to attend treatment, propensity
to complete homework over the course of treatment, and dropout from BPT. Additionally, factors empirically related to engagement
to treatment and targeted by the STEPP program were analyzed to determine whether these factors were enhanced by participation
in the STEPP program. In a randomized cohort of 80 single-mothers of school-age children with ADHD, analyses demonstrated
that the STEPP program lead to greater propensity to attend treatment over time and a greater propensity to complete homework
over the course of treatment. Furthermore, participation in the STEPP Program was associated with a lower rate of dropout.
Finally, data suggested that parents assigned to the STEPP program reported significant improvements in factors empirically
related to engagement that were targeted within the STEPP program (i.e., amount and quality of social support from their group
members, expectations for treatment, and perceived barriers to treatment participation). Results of the study have implications
for targeting engagement throughout the process of BPT, particularly for high-risk families.
- Content Type Journal Article
- Pages 1-12
- DOI 10.1007/s10802-012-9666-z
- Authors
- Anil Chacko, Department of Psychology, Queens College, City University of New York (CUNY), 65-30 Kissena Blvd, Flushing, NY 11367, USA
- Brian T. Wymbs, Seattle Children’s Research Institute, 1900 9th Avenue, Seattle, WA 98101, USA
- Alyssa Chimiklis, Department of Psychology, Queens College, City University of New York (CUNY), 65-30 Kissena Blvd, Flushing, NY 11367, USA
- Frances A. Wymbs, Department of Psychology, University of Washington, Box 351525, Seattle, WA 98195-1525, USA
- William E. Pelham, Department of Psychology, Center for Children and Families, Florida International University, MMC, HLS 1 Rm 146, 11200 SW 8th Street, Miami, FL 33199, USA
- Journal Journal of Abnormal Child Psychology
- Online ISSN 1573-2835
- Print ISSN 0091-0627