Parent Engagement Package: Comparing Strategies for Engaging Parents Into Parenting Programs

Not Applicable

Completed

• Conditions: Patient Compliance

• Registration Number: NCT03147716
• Lead Sponsor: Arizona State University

Brief Summary

This study tests the effectiveness of different strategies for engaging parents into an evidence-based parenting skills intervention, the Triple P Positive Parenting Program, offered universally to parents of children attending one of six public elementary schools.

Detailed Description

Parenting skills programs have been shown to help prevent youth substance use and mental health disorders. Unfortunately, few parents participate in parenting programs when given the opportunity. Thus, developing effective strategies to increase engagement in effective preventive parenting interventions is essential for these programs to have a significant public health impact. The purpose of this study is to identify parent engagement strategies that increase participation in effective parenting programs and consequently improve parenting practices and children's well-being.

Study Timeline

• Study Start: 2013-10
• Primary Completion: 2017-04
• Study First Submitted: 2017-04-17
• Study First Submitted QC: 2017-05-08
• Study First Posted: 2017-05-10
• Study Completion: 2017-06
• Status Verified: 2019-08
• Last Update Submitted: 2019-08-08
• Last Update Posted: 2019-08-09

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 854

Inclusion Criteria

• Is a caregiver of a child in kindergarten, 1st, 2nd or 3rd grade at a participating school (i.e.,"target child");
• The target child lives with the caregiver at least half of the time;
• The caregiver speaks English or Spanish;
• The caregiver is listed as one of the target child's parents/guardians in the school's records.

Exclusion Criteria

• The target child is in a self-contained classroom due to cognitive or emotional disabilities;
• The caregiver is a kindergarten, 1st, 2nd or 3rd grade teacher at a participating school;
• The target child attended one of the participating schools during a previous cohort of the study;
• The caregiver is participating in a competing parenting program at the school, the "Intensive Family Literacy program".

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Parenting Intervention Attendance	Attendance at the Triple P Positive Parenting Program was collected once per week for 8 weeks	Number of sessions a caregiver from a student's family attended the parenting intervention, the Triple P Positive Parenting Program

Secondary Outcome Measures

Name	Time	Method
Parenting Intervention Enrollment	from the date engagement strategies commenced until the date the Triple P Positive Parenting Program began, up to 7 weeks	Whether or not a family enrolled in the Triple P Positive Parenting Program by completing an enrollment form.
Parenting Intervention Session Involvement	collected once per week for 8 weeks, after each Triple P Positive Parenting Program session	group leader reports of the extent to which a caregiver actively participated in each Triple P Positive Parenting Program session attended
Child Behavior Problems	collected at baseline and at Triple P post-test, an average of 7 months after baseline	parent and teacher reports of child behavior problem frequency and intensity
Parenting Skills	collected at baseline and at Triple P post-test, an average of 7 months after baseline	parent report of parenting warmth and discipline
Parenting Intervention Homework Completion	collected once per week for 7 weeks, at the beginning of each Triple P Positive Parenting Program sessions 2 through 8	caregiver report of completion of Triple P Positive Parenting Program assignments between sessions

Trial Locations

Locations (1)

Arizona State University; 🇺🇸 Tempe, Arizona, United States