Attendance and implementation of strategies in a behavioral parent-training program: Comparisons between english and español programs

Julia Ogg*, Emily Shaffer-Hudkins, Jillian Childres, Marissa Feldman, Heather Agazzi, Kathleen Armstrong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)555-564
Number of pages10
JournalInfant Mental Health Journal
Volume35
Issue number6
DOIs
StatePublished - Nov 1 2014

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Fingerprint Dive into the research topics of 'Attendance and implementation of strategies in a behavioral parent-training program: Comparisons between english and español programs'. Together they form a unique fingerprint.

Cite this