An analysis of training, generalization, and maintenance effects of primary care triple P for parents of preschool-aged children with disruptive behavior

Cynthia L. Boyle, Matthew R. Sanders, John R. Lutzker, Ronald J. Prinz, Cheri Shapiro, Daniel J. Whitaker

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A brief primary care intervention for parents of preschool-aged children with disruptive behavior was assessed using a multiple probe design. Primary Care Triple P, a four session behavioral intervention was sequentially introduced within a multiple probe format to each of 9 families to a total of 10 children aged between 3 and 7 years (males = 4, females = 6). Independent observations of parent-child interaction in the home revealed that the intervention was associated with lower levels of child disruptive behavior both in a target training setting and in various generalization settings. Parent report data also confirmed there were significant reductions in intensity and frequency of disruptive behavior, an increase in task specific parental self-efficacy, improved scores on the Parent Experience Survey, and high levels of consumer satisfaction. All short-term intervention effects were maintained at four-month follow-up. Implications for the delivery of brief interventions to prevent conduct problems are discussed. © Springer Science+Business Media, LLC 2009.
    Original languageEnglish
    Pages (from-to)114-131
    Number of pages17
    JournalChild Psychiatry & Human Development
    Volume41
    Issue number1
    DOIs
    Publication statusPublished - 2010

    Keywords

    • Child disruptive behavior
    • Child problem behavior
    • Parent training
    • Primary care
    • Single case
    • Triple P

    Fingerprint

    Dive into the research topics of 'An analysis of training, generalization, and maintenance effects of primary care triple P for parents of preschool-aged children with disruptive behavior'. Together they form a unique fingerprint.

    Cite this