Trial Outcomes & Findings for Adapting a Parenting Intervention to Promote Healthy Screen Time Habits in Young Children With Behavior Problems (NCT NCT05287685)
NCT ID: NCT05287685
Last Updated: 2024-11-15
Results Overview
Child screen media use will be measured with parent-reported data on screen use duration (including TV and other screen devices) and content. The outcome variable will be total screen use per weekend day.
Recruitment status
COMPLETED
Study phase
NA
Target enrollment
44 participants
Primary outcome timeframe
Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)
Results posted on
2024-11-15
Participant Flow
Participants for the open trial (n = 10) and the pilot RCT (n = 34) were recruited from families attending Summer Academy, an 8-week summer camp for preschoolers with externalizing behavior.
For the open trial period, 28 participants were assessed for eligibility, and 10 were eligible and elected to participate (all assigned to Screen media adapted School Readiness Parenting Program). For the RCT period 142 participants were assessed for eligibility, and of these, 34 met criteria and were randomized to treatment. Participants in the open trial did not participate in the RCT.
Participant milestones
| Measure |
Screen Media Adapted School Readiness Parenting Program
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Open Trial
STARTED
|
10
|
0
|
|
Open Trial
Received Intervention
|
10
|
0
|
|
Open Trial
Post-test
|
10
|
0
|
|
Open Trial
COMPLETED
|
10
|
0
|
|
Open Trial
NOT COMPLETED
|
0
|
0
|
|
Pilot Randomized Controlled Trial
STARTED
|
18
|
16
|
|
Pilot Randomized Controlled Trial
Received Intervention
|
16
|
15
|
|
Pilot Randomized Controlled Trial
Post-test
|
16
|
15
|
|
Pilot Randomized Controlled Trial
COMPLETED
|
15
|
15
|
|
Pilot Randomized Controlled Trial
NOT COMPLETED
|
3
|
1
|
Reasons for withdrawal
| Measure |
Screen Media Adapted School Readiness Parenting Program
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Pilot Randomized Controlled Trial
Withdrawal by Subject
|
2
|
1
|
|
Pilot Randomized Controlled Trial
Lost to Follow-up
|
1
|
0
|
Baseline Characteristics
3 participants discontinued participation before the intervention was delivered and were not included in the analyses.
Baseline characteristics by cohort
| Measure |
Screen Media Adapted School Readiness Parenting Program
n=26 Participants
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
n=15 Participants
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
Total
n=41 Participants
Total of all reporting groups
|
|---|---|---|---|
|
Age, Continuous
|
34.26 years
STANDARD_DEVIATION 6.168 • n=5 Participants • 3 participants discontinued participation before the intervention was delivered and were not included in the analyses.
|
33.21 years
STANDARD_DEVIATION 7.71 • n=7 Participants • 3 participants discontinued participation before the intervention was delivered and were not included in the analyses.
|
33.85 years
STANDARD_DEVIATION 6.59 • n=5 Participants • 3 participants discontinued participation before the intervention was delivered and were not included in the analyses.
|
|
Sex: Female, Male
Female
|
23 Participants
n=5 Participants • 3 participants discontinued participation before intervention was delivered, and were excluded from analyses
|
4 Participants
n=7 Participants • 3 participants discontinued participation before intervention was delivered, and were excluded from analyses
|
27 Participants
n=5 Participants • 3 participants discontinued participation before intervention was delivered, and were excluded from analyses
|
|
Sex: Female, Male
Male
|
3 Participants
n=5 Participants • 3 participants discontinued participation before intervention was delivered, and were excluded from analyses
|
11 Participants
n=7 Participants • 3 participants discontinued participation before intervention was delivered, and were excluded from analyses
|
14 Participants
n=5 Participants • 3 participants discontinued participation before intervention was delivered, and were excluded from analyses
|
|
Ethnicity (NIH/OMB)
Hispanic or Latino
|
4 Participants
n=5 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
5 Participants
n=7 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
9 Participants
n=5 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
|
Ethnicity (NIH/OMB)
Not Hispanic or Latino
|
22 Participants
n=5 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
10 Participants
n=7 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
32 Participants
n=5 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
|
Ethnicity (NIH/OMB)
Unknown or Not Reported
|
0 Participants
n=5 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
0 Participants
n=7 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
0 Participants
n=5 Participants • 3 participants discontinued participation before intervention was complete and were not included in analyses
|
|
Race (NIH/OMB)
American Indian or Alaska Native
|
1 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
1 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Race (NIH/OMB)
Asian
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Race (NIH/OMB)
Native Hawaiian or Other Pacific Islander
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Race (NIH/OMB)
Black or African American
|
18 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
9 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
27 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Race (NIH/OMB)
White
|
7 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
5 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
12 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Race (NIH/OMB)
More than one race
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
1 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
1 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Race (NIH/OMB)
Unknown or Not Reported
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=7 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
0 Participants
n=5 Participants • 3 participants discontinued participation before the intervention was delivered, and were not included in analyses
|
|
Child screen media use (average weekend day)
|
256.15 minutes per day
STANDARD_DEVIATION 152.35 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
226.00 minutes per day
STANDARD_DEVIATION 207.51 • n=7 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
245.12 minutes per day
STANDARD_DEVIATION 172.61 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
|
Child screen media use (average weekday)
|
190.57 minutes per day
STANDARD_DEVIATION 148.27 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
242.67 minutes per day
STANDARD_DEVIATION 156.35 • n=7 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
209.63 minutes per day
STANDARD_DEVIATION 151.47 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
|
Child screen media use (proportion educational)
|
.33 proportion of total screen media use
STANDARD_DEVIATION .21 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
.39 proportion of total screen media use
STANDARD_DEVIATION .23 • n=7 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
.35 proportion of total screen media use
STANDARD_DEVIATION .22 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
|
Perceived Parental Efficacy Scale
|
4.11 units on a scale
STANDARD_DEVIATION .58 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
4.34 units on a scale
STANDARD_DEVIATION .64 • n=7 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
4.20 units on a scale
STANDARD_DEVIATION .61 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
|
Technology-related Parenting Scale
|
1.36 units on a scale
STANDARD_DEVIATION .62 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
1.45 units on a scale
STANDARD_DEVIATION .42 • n=7 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
1.39 units on a scale
STANDARD_DEVIATION .55 • n=5 Participants • 3 participants discontinued participation before receiving the intervention, and were not included in analyses
|
PRIMARY outcome
Timeframe: Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)Population: Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point.
Child screen media use will be measured with parent-reported data on screen use duration (including TV and other screen devices) and content. The outcome variable will be total screen use per weekend day.
Outcome measures
| Measure |
Screen Media Adapted School Readiness Parenting Program
n=23 Participants
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
n=15 Participants
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Child Screen Media Use (Time)
Open Trial - Baseline
|
210.00 minutes per weekend day
Standard Deviation 89.58
|
—
|
|
Child Screen Media Use (Time)
Open Trial - Posttest
|
267.86 minutes per weekend day
Standard Deviation 124.76
|
—
|
|
Child Screen Media Use (Time)
Open Trial - Follow-up
|
163.57 minutes per weekend day
Standard Deviation 100.57
|
—
|
|
Child Screen Media Use (Time)
Pilot RCT - Baseline
|
290.00 minutes per weekend day
Standard Deviation 177.29
|
226.00 minutes per weekend day
Standard Deviation 207.51
|
|
Child Screen Media Use (Time)
Pilot RCT - Posttest
|
155.94 minutes per weekend day
Standard Deviation 76.38
|
225.00 minutes per weekend day
Standard Deviation 210.56
|
|
Child Screen Media Use (Time)
Pilot RCT - Follow-Up
|
160.00 minutes per weekend day
Standard Deviation 80.29
|
198.67 minutes per weekend day
Standard Deviation 183.08
|
PRIMARY outcome
Timeframe: Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)Population: Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point.
The proportion of child screen media use that parents report is educational.
Outcome measures
| Measure |
Screen Media Adapted School Readiness Parenting Program
n=23 Participants
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
n=15 Participants
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Child Screen Media Use (Proportion Educational)
Pilot RCT - Baseline
|
.34 proportion of total media content
Standard Deviation .22
|
.39 proportion of total media content
Standard Deviation .23
|
|
Child Screen Media Use (Proportion Educational)
Open Trial - Baseline
|
.36 proportion of total media content
Standard Deviation .15
|
—
|
|
Child Screen Media Use (Proportion Educational)
Open Trial - Posttest
|
.37 proportion of total media content
Standard Deviation .17
|
—
|
|
Child Screen Media Use (Proportion Educational)
Open trial - Follow-Up
|
.34 proportion of total media content
Standard Deviation .16
|
—
|
|
Child Screen Media Use (Proportion Educational)
Pilot RCT - Posttest
|
.38 proportion of total media content
Standard Deviation .16
|
.40 proportion of total media content
Standard Deviation .21
|
|
Child Screen Media Use (Proportion Educational)
Pilot RCT - Follow-Up
|
.41 proportion of total media content
Standard Deviation .18
|
.40 proportion of total media content
Standard Deviation .22
|
PRIMARY outcome
Timeframe: Posttest (Week 8)Population: Analysis population includes participants in the open trial (n = 10) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31).
The TAI is a parent-report measure that assesses parent satisfaction with treatment. Test-retest reliability over 4 months and correlations between the TAI and both parent-rating scales and observational measures of treatment change have been demonstrated. The TAI total score will be administered to assess parent satisfaction with the intervention. The minimum value is 0 and the maximum is 50, with higher scores indicating better satisfaction.
Outcome measures
| Measure |
Screen Media Adapted School Readiness Parenting Program
n=26 Participants
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
n=15 Participants
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Treatment Attitude Inventory (TAI)
Open trial - Posttest
|
44.60 units on a scale
Standard Deviation 5.37
|
—
|
|
Treatment Attitude Inventory (TAI)
Pilot RCT - Posttest
|
45.19 units on a scale
Standard Deviation 4.75
|
45.64 units on a scale
Standard Deviation 4.92
|
PRIMARY outcome
Timeframe: Change from baseline (week 0) to posttest (week 8) and follow-up (week 16).Population: Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point.
Parents' perceived efficacy in managing children's screen time will be assessed using the Perceived Parental Efficacy subscale of the Parent Perceptions of Technology Scale (PPTS), which assesses parents' self-efficacy in using electronic media and managing children's screen time (e.g., "I won't bother setting parental controls or passwords because my kids will "hack" around them."). The 5 items are rated on a Likert scale from 1 (strongly disagree) to 5 (strongly agree). Items were reverse scored and averaged to create the overall scale score, with higher scores meaning better perceived efficacy.
Outcome measures
| Measure |
Screen Media Adapted School Readiness Parenting Program
n=23 Participants
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
n=15 Participants
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Perceived Parental Efficacy Scale
Open Trial - Baseline
|
4.12 units on a scale
Standard Deviation .71
|
—
|
|
Perceived Parental Efficacy Scale
Open Trial - Posttest
|
4.36 units on a scale
Standard Deviation .81
|
—
|
|
Perceived Parental Efficacy Scale
Open Trial - Follow-Up
|
4.62 units on a scale
Standard Deviation .51
|
—
|
|
Perceived Parental Efficacy Scale
Pilot RCT - Baseline
|
4.05 units on a scale
Standard Deviation .56
|
4.34 units on a scale
Standard Deviation .64
|
|
Perceived Parental Efficacy Scale
Pilot RCT - Posttest
|
4.23 units on a scale
Standard Deviation .70
|
4.50 units on a scale
Standard Deviation .55
|
|
Perceived Parental Efficacy Scale
Pilot RCT - Follow- Up
|
4.11 units on a scale
Standard Deviation .61
|
4.53 units on a scale
Standard Deviation .57
|
PRIMARY outcome
Timeframe: Change from baseline (week 0) to posttest (week 8) and follow-up (week 16)Population: Analysis population includes participants in the open trial who attended more than haft of the groups sessions (n = 7) as well as participants in the randomized trial. All participants in the randomized trial who began the intervention program were included in the analyses (n = 31). One participant in the pilot RCT was lost to follow up at the follow up (week 16) time point.
The Technology-related Parenting Scale is an 8-item self-report survey assessing parents' use of rules (e.g., "I set limits on the amount of time") and enforcement strategies ("I use passwords on these devices") for children's technology use on a 3-point scale from 0 (not true) to 2 (very true). Items will be averaged to create an overall score, with higher scores meaning more limit setting.
Outcome measures
| Measure |
Screen Media Adapted School Readiness Parenting Program
n=23 Participants
Screen media adapted School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
Screen media adapted School Readiness Parenting Program: For the screen time adapted parenting intervention, screen time intervention components will be infused into the SRPP (described below) to address three primary areas shown in research to play an important role in healthy screen media use: (1) reducing and managing screen time use; (2) maximizing benefits of screen time content; and (3) promoting positive parent-child interactions during co-use of screen media. Psychoeducation and practice of these strategies will be incorporated into sessions of the SRPP in which relevant behavioral concepts are addressed.The screen time adapted parenting intervention will utilize the same format (large group, 8 weekly 1.5 hour sessions) as the SRPP.
|
Original School Readiness Parenting Program
n=15 Participants
Original School Readiness Parenting Program (Once weekly session of 1.5 hours for 8 weeks)
School Readiness Parenting Program: The SRPP is an 8-week parenting program for parents of preschool aged children with externalizing behavior problems. The SRPP targets child externalizing behavior problems specifically, as well as to help parents promote children's school readiness skills. The SRPP follows a group Parent-Child Interaction Therapy (PCIT) model and also uses motivational interviewing and modelling problem solving approaches. The SRPP utilizes a large group format (10-15 parents) with weekly sessions lasting 1.5 hours. The SRPP curriculum contains traditional aspects of behavioral management strategies (e.g., improving parenting skills and the parent-child relationship; discipline strategies such as time out). Specific sessions of the SRPP also directly target parental interactions during children's learning activities and setting up homework and household structure and routines. In its original form, SRPP does not address children's screen time.
|
|---|---|---|
|
Technology-related Parenting Scale
Open Trial - Baseline
|
.92 units on a scale
Standard Deviation .71
|
—
|
|
Technology-related Parenting Scale
Open Trial -Posttest
|
1.71 units on a scale
Standard Deviation .30
|
—
|
|
Technology-related Parenting Scale
Open Trial - Follow-Up
|
1.59 units on a scale
Standard Deviation .70
|
—
|
|
Technology-related Parenting Scale
Pilot RCT - Baseline
|
1.48 units on a scale
Standard Deviation .56
|
1.45 units on a scale
Standard Deviation .42
|
|
Technology-related Parenting Scale
Pilot RCT - Posttest
|
1.70 units on a scale
Standard Deviation .42
|
1.76 units on a scale
Standard Deviation .27
|
|
Technology-related Parenting Scale
Pilot RCT - Follow-Up
|
1.66 units on a scale
Standard Deviation .41
|
1.76 units on a scale
Standard Deviation .43
|
Adverse Events
Screen Media Adapted School Readiness Parenting Program
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Original School Readiness Parenting Program
Serious events: 0 serious events
Other events: 0 other events
Deaths: 0 deaths
Serious adverse events
Adverse event data not reported
Other adverse events
Adverse event data not reported
Additional Information
Results disclosure agreements
- Principal investigator is a sponsor employee
- Publication restrictions are in place