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Study Detail

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.

Program(s) Reviewed: Triple P-Home Visiting: Child Management Training Component

Study Screening Details

Screening DecisionScreening Conclusion
Study Passes ScreensEligible for Review

Study Design Details

RatingDesignAttritionBaseline EquivalenceReassignmentConfounding Factors
ModerateSingle-case design (multiple baseline) that has at least 3 attempts to demonstrate an effect at 3 different points in timeNot applicableNot applicableNot applicableNot applicable
Notes:

The results from single-case design studies with a high or moderate rating are not factored into whether a model meets the DHHS criteria unless additional criteria are met. Please read the DHHS criteria for evidence-based program 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 Characteristics

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.
Comparison Condition Within the multiple baseline format, baseline observations were conducted in the family home and generalization settings.
Staff Characteristics and Training Sanders, the program developer, conducted all home visits for each family that participated in the program.
Funding Source Not specified.
Author Affiliation The first author is the developer of this program model.

Study Registration

Clinicaltrials.gov Identifier: None found

Study registration was assessed by HomVEE beginning with the 2014 review.

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