White
100%
Sanders, M. R., & Plant, K. (1989). Programming for generalization to high and low risk parenting situations in families with oppositional developmentally disabled preschoolers. Behavior Modification, 13(3), 283-305.
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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 portion of the study in the high-risk generalization setting rated moderate. The other two portions (training and low-risk generalization) rated low because there were not at least three attempts to demonstrate an effect with at least three data points per phase. The HomVEE review focused on the Child Management Training component, which was the only one adjacent to a phase that included no Triple P components. 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
Participants were five two-parent families with preschool-age children with developmental disabilities who received services from what the authors described as “an Intellectual Services Handicap” program. All families were Caucasian. On average, mothers were age 29 years, fathers were 31, and children were 4. All families were described as lower middle or middle class. The children all scored within the mild range of developmental disability on the Merrill-Palmer Scale of Mental Tests. They also displayed high levels of noncompliant, demanding, and disruptive behavior and met the DSM III criteria for diagnosis of an oppositional disorder. All families self-referred to the program after reported difficulty managing their children.
Setting
The study was conducted in Queensland, Australia.
Home Visiting Services
During the first four weeks, parents received Child Management Training (CMT). This began with two two-hour training sessions during which the therapist taught parents to use descriptive praise, star charts, and tangible reinforcers to encourage desired behavior. The therapist then used a process of instruction, discussion, modeling, rehearsal, and feedback to introduce eight procedures for managing specific oppositional behaviors. After completing the training sessions, the therapist conducted four home visits twice weekly for two weeks to observe parent-child interactions for 25 minutes and then discuss with the parent the use of praise and correction. The therapist also prompted parents to evaluate their own skills and behavior. The therapist provided parents with written feedback on the percentage of appropriate child behavior, parents’ use of praise statements and instruction, and parents’ fidelity to procedures. An independent observer coded these outcomes during the course of the home visit. Therapists and parents also established goals for between-session practice.
During the final five weeks, parents received Planned Activities Training (PAT) home visits, but these services were not part of the HomVEE review.
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Comparison Conditions
Baseline observations were conducted prior to instruction in the use of CMT.
Were any subgroups examined?
No
This study included participants from the following locations:
- State not reported or international
International Locations
Australia