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

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EBP in Foster Parent Training and SupportParenting Wisely (PAW) Promising PracticeKacir, C., & Gordon, D.A. (1999).Method: This study used an RCT to evaluate the efficacy of the Parenting WiselyParenting adolescents wisely: The (PAW) program. A total of 38 mothers were randomly assigned to either a PAW oreffectiveness of an interactive videodisk control group (in which no intervention was given).parent training program in Appalachia.Child and Family Behavior Therapy, 21, 1- Parenting Wisely is a self-administered, highly interactive computer-based program22.that teaches parents and children, ages 9-18, skills to improve their relationships anddecrease conflict through support and behavior management. The program utilizes anPopulation: Mothers of youth aged 12-18 interactive CD-ROM with nine video scenarios depicting common challenges withadolescents. Parents are provided the choice of three solutions to these challenges andare able to view the scenarios enacted, while receiving feedback about each choice.Parents are quizzed periodically throughout the program and receive feedback. Theprogram operates as a supportive tutor pointing out typical errors parents make andhighlighting new skills that will help them resolve problems.Findings: At approximately one and four months following the training, children’sproblem behavior improved in PAW families as compared to control families. PAWgroup parents scored higher than control group parents on parenting knowledge at onemonth.O'Neill, H. & Woodward, R. (2002).Evaluation of the Parenting Wisely CD-ROM parent training programme: An Irishreplication. Irish Journal of Psychology, 23,62-72.Population: Youth aged 9-18 withbehavior problemsLimitations: This study relied on a small sample size and subjective measures toassess improvements in child and parenting behaviors. Additionally, the authorssuggest that misinterpretation of the Parent Behavior Questionnaire might haveoccurred prior to the intervention.Method: This study used a pre-test/post-test design to assess the efficacy of the PAWmodel. Fifteen families with children aged 9-18 who were referred to a psychologyservice for child behavior problems in Ireland participated in this study. Families wererandomly assigned to intervention or control group conditions. In most cases, only themother completed the intervention.Findings: Results showed positive treatment effects on reported child behaviorproblems. Parents’ behavior and knowledge scores also improved significantly.Center for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 73
EBP in Foster Parent Training and SupportSegal, D., Chen, P.Y., Gordon, D.A., Kacir,C.D., & Gylys, J. (2003). Development andevaluation of a parenting interventionprogram: Integration of scientific andpractical approaches. International Journalof Human-Computer Interaction, 15, 453-467.Limitations: This study was limited by the small sample size and lack of reportedcomparison with the control group; only pretest/posttest scores are reported.Method: This study utilized an RCT to compare the efficacy of two different versions ofthe PAW model. Forty-two parents of youth (aged 11-18) who were recruited throughcommunity and outpatient mental health clinics participated in the study. Parents wererandomly assigned to receive either a non-interactive video (NV) or an interactivemultimedia (IM) version of the PAW program.Findings: There was no significant difference on overall outcomes betweenintervention groups. Both groups showed improved scores on child adjustment, parentbehavior, and parent responses to negative behaviors.Population: Youth (aged 11-18) recruitedthrough mental health clinicsLimitations: This study utilized a small sample which may contribute to the nonsignificantfindings. Additionally, a non-intervention control group was not present.Positive Parenting Program (PPP) Effective PracticeBor, W., Sanders, M. R., & Markie-Dadds, Method: This study utilized an RCT to examine the impact of the Positive ParentingC. (2002). The effects of the Triple P- Program (PPP) on the disruptive behavior of children and the knowledge, skills, andPositive Parenting Program on preschool confidence of parents. 87 families who had a least one risk factor (i.e., maternalchildren with co-occurring disruptive depression, relationship conflict, single parent household, low family income, or lowbehavior and attentional/hyperactive occupational prestige for the major income earner) and whose child demonstrateddifficulties. Journal of Abnormal Child ADHD criteria were randomly assigned to a standard PPP, enhanced PPP, or wait listPsychology, 30, 571-587.group.Population: Families with risk factorsThe PPP is a multi-level system of parenting and family support. It aims to preventsevere behavioral, emotional and developmental problems in children by enhancing theknowledge, skills, and confidence of parents. Enhanced PPP employs the samematerials as the standard program, but includes interventions tailored to the needs ofeach family, including instruction on coping skills and strategies for partner or socialsupport.Findings: At post-intervention, both PPP conditions were associated with lower levelsof parent-reported child behavior problems, lower levels of dysfunctional parenting, andgreater parental sense of competence than the wait-list conditions. Enhanced PPP wasCenter for Advanced Studies in Child Welfare (CASCW)University of Minnesota School of Social WorkContact: Kristine N. Piescher, Ph.D. kpiesche@umn.edu 74
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