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.

概要

目的：本研究评估了亲子互动小组在基于小组的针对有外部和/或内部化行为问题的儿童的父母培训计划中的作用；设计：集群随机试验设计比较了Exploring Together程序的两个交付版本，分别带有（Exploring Together； ET）和不带有（Exploring Together-Adapted；适合ET-Adapt）父子互动组件。参与者是从小学招募的136名父母和他们的孩子（5至10岁），他们具有确定的外在和/或内在问题。结果措施是父母和老师报告的孩子的内在和内在问题，在干预后以及6个月和12个月的随访中进行评估；结果：干预后，两个治疗组（ET和适应ET的患者）的父母和老师报告的孩子的内在化和内在化问题均明显减少。在6个月和12个月的随访中，两组间仅父母报告的孩子将内在和内在问题都保持了明显的减少。在任何时间点，两个治疗组之间的任何儿童结局变量均无差异。结论：包括亲子互动小组与儿童行为结果的更大改善无关。这一发现表明，服务提供商将需要考虑与该计划的两个版本相关的潜在资源（即人员配置）和临床收益（即通过行为管理问题指导父母）。