Sanders, M. R. & Glynn, T. (1981). Training parents in behavioral self-management: An analysis of generalization and maintenance. Journal of Applied Behavior Analysis, 14(3), 223-223.
Model(s) Reviewed:
Triple P - Home Visiting: Child Management Training Component
| Screening decision | Screening conclusion | HomVEE procedures and standards version |
|---|---|---|
| Passes screens | Eligible for review | Version 1 |
| Rating | Design | Attrition | Baseline equivalence | Compromised randomization | Confounding factors | Valid, reliable measure(s) |
|---|---|---|---|---|---|---|
| Moderate | Single-case design | Not applicable | Not applicable | Not applicable | Not applicable | Not assessed in manuscripts reviewed before 2021 |
Notes:
The results from single-case design studies with a high or moderate rating are not factored into whether a model meets the HHS criteria unless additional criteria are met. Please read the HHS criteria for evidence-based models for more information.
The study included multiple components of this parenting training program. The HomVEE review focused on the Instructions + Feedback component, which was the only one adjacent to a phase that included no Triple P components (the model developers later renamed Instructions + Feedback as Child Management Training). The other phases were not reviewed for impacts.
| Study participants | The study included five Caucasian families in the Auckland area who had at least one preschool child with persistent behavioral difficulties. On average, mothers were 26.8 years old, fathers 28.7 years old, and target children were 3.5 years old. All five families were categorized as level three on a six-level socioeconomic index scale for New Zealand, in which level one indicates high socioeconomic status. |
|---|---|
| Setting | The study was conducted in Auckland, New Zealand, a metropolitan area. |
| Intervention services | In the Instructions + Feedback phase, the therapist met once with each family in the home to instruct both parents in a sequence of behavior modification procedures: (1) get the child’s attention; (2) calmly explain what the child has done wrong; (3) describe the correct behavior and prompt the child; (4) prompt the child again if needed; (5) praise the child if he or she behaves correctly; (6) if the child continues to behave incorrectly, deliver a firm instruction describing the incorrect behavior and enforce a natural consequence, such as removing a problem toy. After this instructional visit, independent observers visited the home or the generalization setting (community locations such as day care centers, shops, or friends’ houses) about three times per week during times that parents reported child behavior problems were most common, and recorded behaviors that they reported back to the therapist. Later, after reviewing the data collected by observers, the therapist conducted home-based differential feedback sessions on the parents’ accuracy in implementing the procedures. |
| Comparison conditions | Within the multiple baseline format, baseline observations were conducted in the family home and generalization settings. |
| Subgroups examined |
This field lists subgroups examined in the manuscript (even if they were not replicated in other samples and not reported on the summary page for this model’s report). Subgroups are not listed for manuscripts reviewed before 2021. |
| Funding sources | Not specified. |
| Author affiliation | The first author is the developer of this model. |
| Peer reviewed | Peer reviewed status is not listed for manuscripts reviewed before 2021. |
Study Registration:
Clinicaltrials.gov Identifier: None found
Findings that rate moderate or high
| Rating | Outcome measure | Effect | Sample | Timing of follow-up | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Moderate | Disruptive Child Behavior - Generalization Setting | FavorableUnfavorable or ambiguousNo Effect |
Metropolitan Auckland, 1981 | 2-6 weeks | 5 children | Not applicable | Not applicable | Not reported | Not applicable | Not applicable | Effect of baseline vs. Instructions + Feedback conditions only
|
| Moderate | Disruptive Child Behavior - Training Setting | FavorableUnfavorable or ambiguousNo Effect |
Metropolitan Auckland, 1981 | 2-6 weeks | 5 children | Not applicable | Not applicable | Not reported | Not applicable | Not applicable | Effect of baseline vs. Instructions + Feedback conditions only
|