Evidence-Based Practice in Foster Parent Training and Support ...

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EBP in Foster Parent Training and Supportmonths after program completion. Mixed results were found for increasing fosterparents’ perceived competence.Implications: Researchers purport that the studies effects are positive even forparents of children outside of the age range that the program was originally designedfor, and among children with exceptional needs.Limitations: This article does not indicate how many subjects were in each study orhow participants were assigned to control and treatment groups. Additionally,approximately half of the participants in the follow-up studies attended a “refreshercourse;” participants who attended the “refresher course” did better than those who didnot attend. The maintained results may be inflated due to this fact.Incredible Years (IY) Effective PracticeBaydar, N., Reid, M.J., & Webster-Stratton,C. (2003). The role of mental health factorsand program engagement in theeffectiveness of a preventive parentingprogram for Head Start mothers. ChildDevelopment, 74, 1433-1453.Population: Children enrolled in HeadStart and their familiesMethod: This study utilized an RCT to test the effectiveness of the Incredible Years(IY) program. A total of 882 children who attended Head Start (mean age = 4.7 years)were randomly assigned to either the IY intervention group (n=607) or the control groupwhich received the standard Head Start curriculum (n=275).The IY program has components which focus on parent training, teacher training, andchild training. The parent training is broken down into different programs; Early Years(ages 2-7), School-Age (5-12), ADVANCE (4-10), and EDUCATON (supplementsearlier programs). All programs include videotapes, extensive group leader manuals,books for parents, home activities, and refrigerator notes. The programs are offered asparent group discussions facilitated by 1-2 trained leaders; each group includes 12 to14 parents. In addition, videotape modeling, role-playing and rehearsal, weeklyhomework activities, weekly evaluations, phone calls, makeup sessions, and buddycalls are included in the program.Teacher training is designed to train teachers in classroom management skills andmotivate students. It is offered to groups of teachers and may be delivered in six,monthly day-long workshops or in weekly 2-hour sessions for 24 weeks.The child training program, Dina Dinosaur’s Social Skills and Problem-solvingCurriculum, is designed to teach groups of children friendship skills, appropriate conflictmanagement strategies, successful classroom behaviors, and empathy skills.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 51
EBP in Foster Parent Training and SupportProgramming includes videotape modeling, fantasy play and instruction, role playing,activities, feedback and reinforcement, and fostering skills maintenance andgeneralization.Gardner, F., Burton, J., & Klimes, I. (2006).Randomised controlled trial of a parentingintervention in the voluntary sector forreducing child conduct problems:Outcomes and mechanisms of change.Journal of Child Psychology andPsychiatry, 47, 1123-1132.Population: Children aged 2-9 with clinicallevels of conduct problemsLinares, L. O., Montalto, D., Li, M. & Oza,V. S. (2006). A promising parentingintervention in foster care. Journal ofConsulting and Clinical psychology, 74, 32-41.Findings: Mothers with mental health risk factors (depression, anger, history of abuseas a child, and substance abuse) exhibited poorer parenting skills than those withoutrisk factors. However, mothers with risk factors engaged with and benefited from theparenting training program at a level comparable to mothers without these risk factors.Program engagement was assessed by number of sessions attended, percentage ofhomework assignments completed, and the group leader’s rating of engagement. IYmothers had lower scores on both harsh/negative parenting and ineffective parentingand higher scores on supportive parenting.Method: This study utilized an RCT to examine the effectiveness of IY for reducingchild conduct problems. A total of 76 children (aged 2-9 years) who had clinical levelsof conduct problems were randomly assigned to an IY group or waitlist control.Findings: Results indicated that parents in the IY group increased their positive anddecreased their negative parenting behaviors. Children improved on negative behaviorsand independent play. These levels were maintained at 18 months, although thecomparison was with treatment baseline only. Control families were not analyzed at 18months, because the chosen design required them to be offered the intervention at 6months.Method: This study utilized an RCT to examine the effects of the Incredible Years (IY)program intervention in an effort to improve parenting practices (positive discipline,setting clear expectations), co-parenting (the extent to which parents function aspartners or adversaries in their parenting roles), and child externalizing problems. Onehundred twenty-eight parents (biological and foster) were recruited from one childwelfare agency in New York City. Children were between the ages of three and 10years and had been placed in foster care for an average of 8.4 months. Biological andfoster parents were randomly assigned to an intervention (Incredible Years) or control(usual care) conditions.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 52
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