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Sanders, M. R., & Dadds, M. R. (1982). The effects of planned activities and child management procedures in parent training: An analysis of setting generality. Behavior Therapy, 13, 452-461.

Model(s) Reviewed: Triple P - Home Visiting: Child Management Training Component
Manuscript screening details
Screening decision Screening conclusion
Passes screens Eligible for review
Study design details
Rating Design Attrition Baseline equivalence Reassignment Confounding factors
Moderate Single-case design Not applicable Not applicable Not applicable Not applicable


Submitted by user on Fri, 03/15/2019 - 14:29

The <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> review focuses 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.


Submitted by user on Fri, 03/15/2019 - 14:29

The results from single-case design studies with a high or moderate rating are not factored into whether a model meets the <abbr title="Department of Health and Human Services">HHS</abbr> criteria unless additional criteria are met. Please read the <abbr title="Department of Health and Human Services">HHS</abbr> criteria for evidence-based models for more information.

Study characteristics
Study participants Participants included five families in which parents had difficulty managing a preschool-age child. All families were Caucasian. In four families, both the mother and father participated in the program. In the fifth family, a single mother participated. Target children were male and were 4 years old, on average.
Setting NA
Intervention services There were two components of this parent training program: Child Management Training (CMT) and Planned Activities Training (PAT). The CMT component was reviewed for impacts, but the PAT component was not. During CMT, therapists met with each family in the home to instruct parents in behavior management procedures to use when their children engaged in deviant behaviors such as demanding, aggression, tantrums, interrupting, and whining. Through verbal instruction and role play, the therapists taught parents to use the following behavior correction procedure: (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; and (6) if the child continues to behave incorrectly, deliver a firm instruction describing the incorrect behavior and use a response cost contingency (for example, removal of a toy accompanied by an explanation). 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. Therapists then conducted twice-weekly, 10-minute feedback sessions following observations in the training setting on the parents’ use and accuracy of behavior management skills procedures, based on observers’ reports. The therapist also provided parents with written feedback on the percentage of the time the observer recorded appropriate child behavior, parents’ use of praise statements and instruction, and parents’ fidelity to procedures.
Comparison conditions Within the multiple baseline format, baseline observations were conducted in the family home and generalization settings.
Staff characteristics and training The authors and three psychologists served as the therapists.
Funding sources The study was supported by a grant from the University of Queensland’s Mayne Bequest Fund (No. 578862 R Psychiatry MBF).
Author affiliation The first author is the developer of this model.
Study Registration: Identifier: None found

Findings details

Child development and school readiness
Rating Outcome measure Effect Sample Timing of follow-up Sample size Intervention group Comparison group Group difference Effect size Statistical significance Notes
Moderate Deviant Child Behavior - Generalization Setting
FavorableUnfavorable or ambiguousNo Effect
Australia, 1982 1-3 weeks 5 children Not applicable Not applicable Not Reported Not applicable Not applicable


Submitted by user on Fri, 03/15/2019 - 14:29

Effect of baseline vs. Child Management Training conditions only

Outcome measure summary

Child development and school readiness
Outcome measure Description of measure Data collection method Properties of measure

Deviant Child Behavior - Generalization Setting

Percentage of 25-second intervals in which an observer identified a deviant child behavior such as non-compliance, complaint, aversive mands, physical aggression, opposition, or non-interaction.

Pair of independent observers in the community

Interobserver agreement range: 95.3%-98.7%