Research Manuscript Database

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Displaying 1 - 10 of 23, sorted alphabetically Export list of citations

Abikoff, H. B., Thompson, M., Laver‐Bradbury, C., Long, N., Forehand, R. L., Miller Brotman, L., Laver- Klein, R.G., Reiss, P., Huo, L., & Sonuga‐Barke, E. (2015). Parent training for preschool ADHD: A randomized controlled trial of specialized and generic programs. Journal of Child Psychology and Psychiatry, 56(6), 618–631. Study 1.

Model(s) Reviewed: New Forest Parenting Programme (NFPP)

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Low rating
Study reviewed under: Handbook of Procedures and Standards, Version 2

Abikoff, H. B., Thompson, M., Laver‐Bradbury, C., Long, N., Forehand, R. L., Miller Brotman, L., Laver- Klein, R.G., Reiss, P., Huo, L., & Sonuga‐Barke, E. (2015). Parent training for preschool ADHD: A randomized controlled trial of specialized and generic programs. Journal of Child Psychology and Psychiatry, 56(6), 618–631. Study 2.

Model(s) Reviewed: New Forest Parenting Programme (NFPP)

View Manuscript
Low rating
Study reviewed under: Handbook of Procedures and Standards, Version 2

Daley, D. (2016). 45.1 Efficacy and cost-effectiveness of individual versus group-based parent training for preschool attention-deficit/ hyperactivity disorder: A multi-center randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry. (Conference presentation). 63rd Annual Meeting of the American Academy of Child and Adolescent Psychiatry. S330.

Model(s) Reviewed: New Forest Parenting Programme (NFPP)

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Does not pass screens
Screening conclusion: Not a manuscript
Study reviewed under: Handbook of Procedures and Standards, Version 2

Daley, D., Tarver, J., & Sayal, K. (2020). Efficacy of a self-help parenting intervention for parents of children with attention deficit hyperactivity disorder in adjunct to usual treatment: Small-scale randomized controlled trial. Child: Care, Health and Development, (2), 269–280. doi:http://dx.doi.org/10.1111/cch.12825

Model(s) Reviewed: New Forest Parenting Programme (NFPP)

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Does not pass screens
Screening conclusion: Does not examine a relevant target population
Study reviewed under: Handbook of Procedures and Standards, Version 2

Forehand, R., Parent, J., Peisch, V. D., Sonuga-Barke, E., Long, N., Breslend, N. L., & Abikoff, H. B. (2017). Do parental ADHD symptoms reduce the efficacy of parent training for preschool ADHD? A secondary analysis of a randomized controlled trial. Behaviour Research & Therapy, 97, 163–169. doi:10.1016/j.brat.2017.08.002

Model(s) Reviewed: New Forest Parenting Programme (NFPP)

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On hold
Screening conclusion: Exclusively reports subgroup findings, pending replication
Study reviewed under: Handbook of Procedures and Standards, Version 2

Forehand, R., Parent, J., Sonuga-Barke, E., Peisch, V., Long, N., Abikoff, H., Peisch, V. D., & Abikoff, H. B. (2016). Which type of parent training works best for preschoolers with comorbid ADHD and ODD? A secondary analysis of a randomized controlled trial comparing generic and specialized programs. Journal of Abnormal Child Psychology, (8), 1503–1513. doi:10.1007/s10802-016-0138-8

Model(s) Reviewed: New Forest Parenting Programme (NFPP)

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On hold
Screening conclusion: Exclusively reports subgroup findings, pending replication
Study reviewed under: Handbook of Procedures and Standards, Version 2

Guttentag, C. L. (2014). Using live coaching and video feedback to teach responsive parenting skills: Experience from the PALS project. Journal of Applied Research on Children, 5(1), article 5.

Model(s) Reviewed: Play and Learning Strategies (PALS) Infant Toddler/Preschooler

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Does not pass screens
Screening conclusion: Ineligible study design
Study reviewed under: Handbook of Procedures and Standards, Version 1

Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44(5), 1335-1353.

Model(s) Reviewed: Play and Learning Strategies (PALS) Infant, Play and Learning Strategies (PALS) Toddler/Preschooler, Play and Learning Strategies (PALS) Infant Toddler/Preschooler

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High rating
Study reviewed under: Handbook of Procedures and Standards, Version 1

Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology, 48(4), 969–986.

Model(s) Reviewed: Play and Learning Strategies (PALS) Infant, Play and Learning Strategies (PALS) Infant Toddler/Preschooler, Play and Learning Strategies (PALS) Toddler/Preschooler

View Manuscript
High rating
Study reviewed under: Handbook of Procedures and Standards, Version 1

Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2011, November 28). The effects of a responsive parenting intervention on parent–child interactions during shared book reading. Developmental Psychology. Advance online publication.

Model(s) Reviewed: Play and Learning Strategies (PALS) Infant, Play and Learning Strategies (PALS) Infant Toddler/Preschooler, Play and Learning Strategies (PALS) Toddler/Preschooler

View Manuscript
Not applicable (NA) - additional source
Study reviewed under: Handbook of Procedures and Standards, Version 1
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