White
100%
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.
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Funding Sources
Not specified.
Study Design
| Design | Attrition | Baseline equivalence | Confounding factors | Valid, reliable measures? |
|---|---|---|---|---|
| Single-case design | Not applicable | Not applicable |
Not applicable |
Not assessed in manuscripts reviewed under Handbook of Procedures and Standards, Version 1 |
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.
Findings that rate moderate or high in this manuscript
No findings found that rate moderate or high.
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.
Home Visiting 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.
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Comparison Conditions
Within the multiple baseline format, baseline observations were conducted in the family home and generalization settings.
Were any subgroups examined?
No
This study included participants from the following locations:
- State not reported or international
International Locations
New Zealand