Evidence-Based Parent Training and Family Interventions
Evidence-Based Parent Education, Training and Interventions
What we know…
Model: Time-Limited Social Learning Family Therapy
Goal:
• Address aggressive and disruptive behavior problems in children
Description:
• Therapy based on the social learning theory and works on altering systems or environment, including the family system, to foster change
Intervention Procedures:
• Four phases to treatment: (a) pretreatment, (b) treatment, (c) generalization, (d) follow-up
• Sessions focus on the following topics that are typical components of the basic parent training paradigm:
o Discipline (e.g., time-out, loss of privileges)
o Reinforcement (e.g., point system)
o Encouragement
o Generalization of skills to other areas of family function
o School consultation and involvement
• Sessions that are unique to the Social Learning Family Therapy model include:
o Self-control
o Setting up for success
o Family communication
Methodological Rigor:
• High randomization
• Control-comparison group
• Equivalent mortality with low attrition
• Appropriate unit of analysis
• Sufficiently large N
• Reliable outcome measures
• Multiple assessment methods
• Measures obtained from multiple sources
• Group equivalence established
• Clinical significance of change assessed
• Intervention manualized
• Validity of measures reported
• Null findings reported
• Familywise error rate controlled
Results:
• Findings reported from parent reports, independent observers, and teacher reports
• Effectively changed child behavior at home and school
• Negative or aggressive child behavior decreased while positive behaviors increased
• Improved family problem-solving abilities, family cohesion, empathy, and general family environment
• Decreased family conflict
• Gains from the family therapy were maintained over a nine-month period without additional treatment
Selected Reference:
Sayger, T. V., Horne, A. M., Walker, J. M., & Passmore, J. L. (1988). Social learning therapy with aggressive children: Treatment outcome and maintenance. Journal of Family Psychology, 1, 261-285.
What we don’t know…
• Outcome effects outside of the university clinic setting
• Outcome effects with children in grades other than 2-6
• Long-term outcomes past 9 months
• Outcome effects with females
• Outcome effects with families who seek treatment and are not recruited
• Outcomes of replication studies
• Extent to which parent perceptions are accurate reports of child behavior
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