Meta-Analysis
doi: 10.1002/14651858.CD008225.pub2.
Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years
Affiliations
- PMID: 22336837
- PMCID: PMC12935172
- DOI: 10.1002/14651858.CD008225.pub2
Item in Clipboard
Meta-Analysis
Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years
Cochrane Database Syst Rev.
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Abstract
Background: Early-onset child conduct problems are common and costly. A large number of studies and some previous reviews have focused on behavioural and cognitive-behavioural group-based parenting interventions, but methodological limitations are commonplace and evidence for the effectiveness and cost-effectiveness of these programmes has been unclear.
Objectives: To assess the effectiveness and cost-effectiveness of behavioural and cognitive-behavioural group-based parenting programmes for improving child conduct problems, parental mental health and parenting skills.
Search methods: We searched the following databases between 23 and 31 January 2011: CENTRAL (2011, Issue 1), MEDLINE (1950 to current), EMBASE (1980 to current), CINAHL (1982 to current), PsycINFO (1872 to current), Social Science Citation Index (1956 to current), ASSIA (1987 to current), ERIC (1966 to current), Sociological Abstracts (1963 to current), Academic Search Premier (1970 to current), Econlit (1969 to current), PEDE (1980 to current), Dissertations and Theses Abstracts (1980 to present), NHS EED (searched 31 January 2011), HEED (searched 31 January 2011), DARE (searched 31 January 2011), HTA (searched 31 January 2011), mRCT (searched 29 January 2011). We searched the following parent training websites on 31 January 2011: Triple P Library, Incredible Years Library and Parent Management Training. We also searched the reference lists of studies and reviews.
Selection criteria: We included studies if: (1) they involved randomised controlled trials (RCTs) or quasi-randomised controlled trials of behavioural and cognitive-behavioural group-based parenting interventions for parents of children aged 3 to 12 years with conduct problems, and (2) incorporated an intervention group versus a waiting list, no treatment or standard treatment control group. We only included studies that used at least one standardised instrument to measure child conduct problems.
Data collection and analysis: Two authors independently assessed the risk of bias in the trials and the methodological quality of health economic studies. Two authors also independently extracted data. We contacted study authors for additional information.
Main results: This review includes 13 trials (10 RCTs and three quasi-randomised trials), as well as two economic evaluations based on two of the trials. Overall, there were 1078 participants (646 in the intervention group; 432 in the control group). The results indicate that parent training produced a statistically significant reduction in child conduct problems, whether assessed by parents (standardised mean difference (SMD) -0.53; 95% confidence interval (CI) -0.72 to -0.34) or independently assessed (SMD -0.44; 95% CI -0.77 to -0.11). The intervention led to statistically significant improvements in parental mental health (SMD -0.36; 95% CI -0.52 to -0.20) and positive parenting skills, based on both parent reports (SMD -0.53; 95% CI -0.90 to -0.16) and independent reports (SMD -0.47; 95% CI -0.65 to -0.29). Parent training also produced a statistically significant reduction in negative or harsh parenting practices according to both parent reports (SMD -0.77; 95% CI -0.96 to -0.59) and independent assessments (SMD -0.42; 95% CI -0.67 to -0.16). Moreover, the intervention demonstrated evidence of cost-effectiveness. When compared to a waiting list control group, there was a cost of approximately $2500 (GBP 1712; EUR 2217) per family to bring the average child with clinical levels of conduct problems into the non-clinical range. These costs of programme delivery are modest when compared with the long-term health, social, educational and legal costs associated with childhood conduct problems.
Authors' conclusions: Behavioural and cognitive-behavioural group-based parenting interventions are effective and cost-effective for improving child conduct problems, parental mental health and parenting skills in the short term. The cost of programme delivery was modest when compared with the long-term health, social, educational and legal costs associated with childhood conduct problems. Further research is needed on the long-term assessment of outcomes.
Conflict of interest statement
Dr Sinéad McGilloway, Dr Tracey Bywater and Dr Michael Donnelly are currently members of a collaborative research team that has been commissioned to undertake a four‐year national evaluation of Webster‐Stratton’s
Ms Mairead Furlong is a Doctoral Fellow and member of the
Professor Judy Hutchings is currently external advisor to the above research and is based at Bangor University, Wales. The Welsh team have conducted a series of evaluations of the Incredible Years programmes.
Figures
Study flow diagram.
Risk of bias summary: review authors' judgements about each risk of bias item for each included study.
Forest plot of parent training versus control: meta‐analysis of child conduct problems: parent‐report
Funnel plot of parent training versus control: meta‐analysis of child conduct problems, parent‐report
Forest plot of parent training versus control: meta‐analysis of child conduct problems: independent report
Forest plot of parent training versus control: meta‐analysis of parental mental health: parent‐report
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 1 Child conduct problems (CBCL total problems ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 2 Child conduct problems (CBCL total problems ‐ father report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 3 Child conduct problems (CBCL externalising subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 4 Child conduct problems (CBCL social problems subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 5 Child conduct problems (CBCL total problems ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 6 Child conduct problems (CBCL aggression subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 7 Child conduct problems (CBCL aggression subscale ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 8 Child conduct problems (CBCL aggression subscale ‐ father report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 9 Child conduct problems (CBCL delinquent subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 10 Child Conduct problems (CBCL total problems ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 11 Child conduct problems (CBCL externalising subscale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 12 Child conduct problems (CBCL social problems subscale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 13 Child conduct problems (CBCL aggression subscale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 14 Child conduct problems (CBCL externalising subscale ‐ independent observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 15 Child conduct problems (ECBI problem subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 16 Child conduct problems (ECBI intensity subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 17 Child conduct problems (ECBI problem subscale ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 18 Child conduct problems (ECBI problem subscale ‐ father report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 19 Child conduct problems (ECBI intensity subscale ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 20 Child conduct problems (ECBI intensity subscale ‐ father report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 21 Child conduct problems (SDQ total deviance ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 22 Child conduct problems (SDQ conduct problems subscale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 23 Child conduct problems (Social Competence Scale ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 24 Child conduct problems (PDR total score ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 25 Child conduct problems (PDR negative subscale ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 26 Child conduct problems (PDR low rate events ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 27 Child conduct problems (PDR time out ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 28 Child conduct problems (PDR positive behaviour ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 29 Child conduct problems (PDR no. negative in 24 hrs ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 30 Child conduct problems (PDR no. positive in 24 hrs ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 31 Child conduct problems (PBQ ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 32 Child conduct problems (PSI child domain ‐ mother report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 33 Child conduct problems (PSI child domain ‐ father report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 34 Child conduct problems (HSQ, no. of settings ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 35 Child conduct problems (HSQ, mean severity ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 36 Child conduct problems (Parent Defined Problems Questionnaire ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 37 Child conduct problems (SSQ no. of settings ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 38 Child conduct problems (SSQ mean severity ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 39 Child conduct problems (SSRS behaviour subscale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 40 Child conduct problems (PACS conduct problems ‐ clinical interview).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 41 Child conduct problems (DPICS observed child negative behaviour ‐ independent observation of child interacting with parent at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 42 Child conduct problems (DPICS child total deviance with parent ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 43 Child conduct problems (DPICS observed child total deviance with mother ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 44 Child conduct problems (DPICS child total deviance with father ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 45 Child conduct problems (DPICS child deviance and non‐compliance with mother ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 46 Child conduct problems (DPICS child deviance and non compliance with father ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 47 Child conduct problems (DPICS total non‐compliance with parent ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 48 Child conduct problems (DPICS child non‐compliance ratio ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 49 Child conduct problems (DPICS child negative valence with mother ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 50 Child conduct problems (DPICS child negative valence with father ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 51 Child conduct problems (DPICS child positive affect with mother ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 52 Child conduct problems (DPICS child positive affect with father ‐ observation at home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 53 Child conduct problems (C‐II Child observation overall poor conduct with mother ‐ home observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 54 Child conduct problems (C‐II Child observation per cent time inappropriate with mother ‐ home observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 55 Child conduct problems (C‐II Child observation overall poor conduct with father ‐ home observation.
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 56 Child conduct problems (C‐II Child observation percent time inappropriate with father ‐ home observation.
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 57 Child conduct problems (Conflict with peers ‐ clinic observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 58 Child conduct problems (Ratio of positive to negative interactions with peers ‐ clinic observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 59 Child conduct problems (DPIS child inappropriate with peers ‐ clinic observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 60 Child conduct problems (DPIS child positive with peers ‐ clinic observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 61 Child conduct problems (MOOSES child negative with peers and teacher in class ‐ classroom observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 62 Child conduct problems (SHP child antisocial in classroom ‐ classroom observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 63 Child conduct problems (SHP social contact in classroom ‐ classroom observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 64 Child conduct problems (TASB child aggressive subscale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 65 Child conduct problems (TASB prosocial subscale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 66 Child conduct problems (PCSC child poor conduct ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 67 Child conduct problems (PCSC child social competence scale ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 68 Child conduct problems (DSM diagnosis of Oppositional Defiant Disorder (ODD) ‐ clinical interview).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 69 Child conduct problems (DSM diagnosis of Conduct Disorder ‐ clinical interview).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 70 Child conduct problems (ICD‐10 diagnosis of ODD ‐ clinical interview).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 71 Child conduct problems (ECBI above 90th percentile ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 72 CHild conduct problems (ECBI above 142 ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 73 Child conduct problems (CBCL above 60, clinical score ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 74 CHild conduct problems (PDR above 30% reduction ‐ parent report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 75 Child conduct problems (DPICS below 30% reduction in negative behaviour ‐ observation in home).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 76 Child conduct problems (TASB below 20% reduction in behaviour ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 77 Child conduct problems (MOOSES ‐ teacher report).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 78 Child conduct problems (Mother‐child free play ‐ clinic observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 79 Child conduct problems (Mother‐child task ‐ clinic observation).
Comparison 1 Parent training versus control for individual studies (child conduct problems), Outcome 80 Child conduct problems (Examiner rating ‐ clinic observation).
Comparison 2 Parent training versus control for individual studies (parental mental health), Outcome 1 Parental mental health (Parenting Stress Index (PSI) total score ‐ parent report).
Comparison 2 Parent training versus control for individual studies (parental mental health), Outcome 2 Parental mental health (PSI total score ‐ mother report).
Comparison 2 Parent training versus control for individual studies (parental mental health), Outcome 3 Parental mental health (PSI ‐ father report).
Comparison 2 Parent training versus control for individual studies (parental mental health), Outcome 4 Parental mental health (Beck Depression Inventory ‐ parent report).
Comparison 2 Parent training versus control for individual studies (parental mental health), Outcome 5 Parental mental health (Depression‐Anxiety‐Stress Adjustment scale ‐ parent report).
Comparison 2 Parent training versus control for individual studies (parental mental health), Outcome 6 Parental mental health (Work Stress scale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 1 Parenting practices (Parenting Practices Scale ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 2 Parenting practices (Parenting Competence total score ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 3 Parenting practices (Parenting competency efficacy subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 4 Parenting practices (Parenting competency satisfaction subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 5 Parenting practices (Parenting Scale total score ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 6 Parenting practices (Parental sense of competence scale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 7 Parenting practices (Ghent positive parental behaviour subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 8 Parenting practices (Ghent rule setting subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 9 Parenting practices (Ghent disciplining subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 10 Parenting practices (Ghent harsh punishment subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 11 Parenting practices (Ghent inconsistent disciplining ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 12 Parenting practices (Ghent ignoring subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 13 Parenting practices (Ghent maternal rewarding subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 14 Parenting practices (Ghent social rewarding subscale ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 15 Parenting practices (Parent Daily Report spanks subscale ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 16 Parenting practices (PDR spanks ‐ father report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 17 Parenting Practices (Parenting practices interview ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 18 Parenting practices (PPI harsh discipline subscale ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 19 Parenting practices (PPI harsh discipline subscale ‐ father report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 20 Parenting practices (PPI inconsistent discipline ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 21 Parenting practices (PPI inconsistent discipline ‐ father report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 22 Parenting practices (PPI positive/supportive parenting subscale ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 23 Parenting practices (PPI positive/supportive parenting ‐ father report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 24 Parenting practices (PPI harsh inappropriate ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 25 Parenting practices (PPI harsh inappropriate ‐ father report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 26 Parenting practices (Problem‐solving behaviour checklist ‐ parent report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 27 Parenting practices (DDI critical verbal ratio ‐ mother report).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 28 Parenting practices (DPICS positive parenting ‐ observation of parent at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 29 Parenting practices (DPICS positive parenting ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 30 Parenting practices (DPICS positive parenting ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 31 Parenting practices (DPICS total praise ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 32 Parenting practices (DPICS total praise ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 33 Parenting practices (DPICS positive affect ‐observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 34 Parenting practices (DPICS positive affect ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 35 Parenting practices (DPICS critical parenting ‐ observation of parent at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 36 Parenting practices (DPICS total criticism ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 37 Parenting practices (DPICS total criticism ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 38 Parenting practices (DPICS no opportunity commands ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 39 Parenting practices (DPICS no opportunity commands ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 40 Parenting practices (DPICS commands and criticism ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 41 Parenting practices (DPICS commands and criticism ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 42 Parenting practices (DPICS total commands mother ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 43 Parenting practices (DPICS direct commands ratio ‐ observation of parent at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 44 Parenting practices (DPICS negative valence ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 45 Parenting practices (DPICS negative valence ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 46 Parenting practices (C‐II supportive parenting ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 47 Parenting practices (C‐II supportive parenting ‐ observation of father at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 48 Parenting practices (FAST TRACK ratio of praise to inappropriate commands ‐ observation of parent at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 49 Parenting practices (Gardner's observation system positive strategies ‐ observation of parent at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 50 Parenting practices (DPICS below 30% reduction in parenting criticism ‐ observation of mother at home).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 51 Parenting practices (CII harsh critical with mother ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 52 Parenting practices (CII harsh critical with father ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 53 Parenting practices (CII family need intervention with mother ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 54 Parenting practices (CII family need intervention with father ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 55 Parenting practices (GRMB permissivity subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 56 Parenting practices (GRMB control adjustment subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 57 Parenting practices (GRMB maternal adjustment subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 58 Parenting practices (GRMB acceptation of mother subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 59 Parenting practices (GRMB mother involvement subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 60 Parenting practices (GRMB minutes no control subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 61 Parenting practices (GRMB mother feelings subscale ‐ home observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 62 Parenting practices (Mother‐child free play ‐ clinic observation).
Comparison 3 Parent training versus control for individual studies (parenting practices), Outcome 63 Parenting practices (Mother‐child task ‐ clinic observation).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 1 Child emotional problems (CBCL anxiety subscale ‐ parent report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 2 Child emotional problems (CBCL internalising subscale ‐ mother report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 3 Child emotional problems (CBCL anxiety subscale ‐ teacher report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 4 Child emotional problems (CBCL internalising subscale ‐ teacher report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 5 Child emotional problems (CBCL‐DOF internalising subscale ‐ observation of child in classroom).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 6 Child emotional problems (Child Loneliness Report Questionnaire ‐ child report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 7 Child emotional problems (CBCL above clinical level of internalising subscale ‐ parent report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 8 Child emotional problems (DSM diagnosis for anxiety ‐ clinical report).
Comparison 4 Parent training versus control for individual studies (child emotional/internalising problems), Outcome 9 Child emotional problems (DSM diagnosis for depression ‐ clinical report).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 1 Child cognitive abilities (SSRS academic subscale ‐ teacher report).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 2 Child cognitive abilities (Woodcock letter subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 3 Child cognitive abilities (Woodcock applied problems subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 4 Child cognitive abilities (Woodcock dictation subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 5 Child cognitive abilities (Woodcock science subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 6 Child cognitive abilities (Woodcock social studies subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 7 Child cognitive abilities (Woodcock humanities subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 8 Child cognitive abilities (Woodcock broad knowledge subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 9 Child cognitive abilities (Woodcock academic skills subscale ‐ psycho‐educational test).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 10 Child cognitive abilities (Wally problem solving task ‐ clinic report).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 11 Child cognitive abilities (Wally object acquisitions task, no of positive solutions ‐ clinic report).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 12 Child cognitive abilities (Wally object acquisitions task proportion of positive to negative solutions ‐ clinic report).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 13 Child cognitive abilities (Wally friendship task, no. of positive solutions ‐ clinic report).
Comparison 5 Parent training versus control for individual studies (child educational/cognitive abilities), Outcome 14 Child cognitive abilities (Wally friendship task, no of positive to negative solutions ‐ clinic report).
Comparison 6 Parent training versus control for individual studies (parental social support), Outcome 1 Parental social support (Social support scale ‐ parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 1 Meta‐analysis of child conduct problems: parent report.
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 2 Sensitivity analysis remove studies with quasi randomisation (Child conduct problems: parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Child conduct problems: parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 4 Sensitivity analysis remove studies without an intention to treat analysis (Child conduct problems: parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 5 Sensitivity analysis replace ITT of LOCF in Scott 2001 with ITT of mean values.
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 6 Sensitivity analysis remove studies/measures within studies with no ITT and more than 20% attrition (Child conduct problems: parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 7 Sensitvity analysis remove studies without independent replication (Child conduct problems: parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 8 Sensitivity analysis remove studies/measures within studies with high risk of bias (Child conduct problems: parent report).
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 9 Subgroup severity of child conduct problems of child conduct problems: parent report.
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 10 Subgroup trial setting of child conduct problems: parent report.
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 11 Subgroup socioeconomic status of child conduct problems: parent report.
Comparison 7 Parent training versus control meta‐analysis of child conduct problems: parent‐report, Outcome 12 Subgroup level of implementation fidelity of child conduct problems: parent report.
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 1 Meta‐analysis of child conduct problems: independent report.
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Child conduct problems: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Child conduct problems: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 4 Sensitivity analysis remove studies without an intention to treat analysis (Child conduct problems: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 5 Sensitivity analysis replace ITT of LOCF in Scott 2001 with ITT of mean values.
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 6 Sensitivity analysis remove studies with no ITT and more than 20% attrition (Child conduct problems: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 7 Sensitivity analysis remove studies without independent replication (Child conduct problems: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 8 Sensitivity analysis remove non‐validated measures from Barkley 2000 (Negative parenting practices: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 9 Sensitivity analysis remove high risk studies (Child conduct problems: independent report).
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 10 Subgroup severity of conduct problems of child conduct problems: independent report.
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 11 Subgroup trial setting of child conduct problems: independent report.
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 12 Subgroup socioeconomic status of child conduct problems: independent report.
Comparison 8 Parent training versus control meta‐analysis of child conduct problems: independent report, Outcome 13 Subgroup level of implementation fidelity of child conduct problems: independent report.
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 1 Meta‐analysis of Parental mental health: parent report.
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Parental mental health: parent report).
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Parental mental health: parent report).
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 4 Sensitivity analysis remove studies without an Intention to treat analysis (Parental mental health: parent report).
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 5 Sensitivity analysis remove studies with over 20% attrition and no ITT (Parental mental health: parent report).
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 6 Sensitivity analysis remove studies without independent replication (Parental mental health: parent report).
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 7 Sensitivity analysis remove studies at high risk of bias (Parental mental health: parent report).
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 8 Subgroup severity of conduct problems of parental mental health: parent report.
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 9 Subgroup trial setting of parental mental health: parent report.
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 10 Subgroup socioeconomic status of parental mental health: parent report.
Comparison 9 Parent training versus control meta‐analysis of parental mental health: parent‐report, Outcome 11 Subgroup level of implementation fidelity of parental mental health: parent report.
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 1 Meta‐analysis of positive parenting practices: parent report.
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Positive parenting practices: parent report).
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Positive parenting practices: parent report).
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 4 Sensitivity analysis remove studies without an intention to treat analysis (Positive parenting practices: parent report).
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 5 Sensitivity analysis remove studies with over 20% loss and no ITT (Positive parenting practices: parent report).
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 6 Sensitivity analysis remove studies without independent replication (Positive parenting practices: parent report).
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 7 Sensitivity analysis remove studies at high risk of bias (Positive parenting practices: parent report).
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 8 Subgroup severity of conduct problems of positive parenting practices: parent report.
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 9 Subgroup trial setting of positive parenting practices: parent report.
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 10 Subgroup level of socioeconomic status of positive parenting practices: parent report.
Comparison 10 Parent training versus control meta‐analysis of positive parenting practices: parent‐report, Outcome 11 Subgroup level of implementation fidelity of positive parenting practices: parent report.
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 1 Meta‐analysis of positive parenting practices: independent report.
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Positive parenting practices: independent report).
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Positive parenting practices:independent report).
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 4 Sensitivity analysis remove studies without an intention to treat analysis (Positive parenting practices: independent report).
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 5 Sensitivity analysis remove studies with over 20% attrition and no ITT (Positive parenting practices: independent report).
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 6 Sensitivity analysis remove studies without independent replication (Positive parenting practices: independent report).
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 7 Sensitivity analysis remove studies with high risk of bias (Positive parenting practices: independent report).
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 8 Subgroup severity of conduct problems of positive parenting practices: independent report.
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 9 Subgroup trial setting of positive parenting practices: independent report.
Comparison 11 Parent training versus control meta‐analysis of positive parenting practices: independent report, Outcome 10 Subgroup socioeconomic status of positive parenting practices: independent report.
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 1 Meta‐analysis of negative parenting practices: parent report.
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Negative parenting practices: parent report).
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Negative parenting practices: parent report).
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 4 Sensitivity analysis remove studies without an intention to treat analysis (Negative parenting practices: parent report).
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 5 Sensitivity analysis remove studies with over 20% attrition and no ITT (Negative parenting practices: parent report).
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 6 Sensitivity analysis remove studies without independent replication (Negative parenting practices: parent report).
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 7 Sensitivity analysis remove studies with high risk of bias (Negative parenting practices: parent report).
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 8 Subgroup severity of conduct problems of negative parenting practices: parent report.
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 9 Subgroup trial setting of negative parenting practices: parent report.
Comparison 12 Parent training versus control meta‐analysis of negative parenting practices: parent‐report, Outcome 10 Subgroup socioeconomic status of negative parenting practices: parent report.
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 1 Meta‐analysis of negative parenting practices: independent report.
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 4 Sensitivity analysis remove studies without an intention to treat analysis (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 5 Sensitivity analysis remove studies with over 20% attrition and no ITT (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 6 Sensitivity analysis remove studies without independent replication (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 7 Sensitivity analysis remove non‐validated studies (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 8 Sensitivity analysis remove studies at high risk of bias (Negative parenting practices: independent report).
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 9 Subgroup severity of conduct problems of negative parenting practices: independent report.
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 10 Subgroup trial setting of negative parenting practices: independent report.
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 11 Subgroup socioeconomic status of negative parenting practices: independent report.
Comparison 13 Parent training versus control meta‐analysis of negative parenting practices: independent report, Outcome 12 Subgroup level of implementation fidelity in negative parenting practices: independent report.
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 1 Meta‐analysis of child emotional problems: parent report.
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 2 Sensitivity analysis remove studies with inadequate blinding (Child emotional problems: parent report).
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 3 Sensitivity analysis remove studies without an intention to treat analysis (Child emotional problems: parent report).
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 4 Sensitivity analysis remove studies with over 20% attrition and no ITT (Child emotional problems: parent report).
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 5 Sensitivity analysis remove studies without independent replication (Child emotional problems: parent report).
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 6 Subgroup severity of conduct problems of child emotional problems: parent report.
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 7 Subgroup trial setting of child emotional problems: parent report.
Comparison 14 Parent training versus control meta‐analysis of child emotional problems: parent‐report, Outcome 8 Subgroup implementation fidelity of child emotional problems: parent report.
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 1 Meta‐analysis of child emotional problems: independent report.
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 2 Sensitivity analysis remove studies with inadequate blinding (Child emotional problems: independent report).
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 3 Sensitivity analysis remove studies without an intention to treat analysis (Child emotional problems: independent report).
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 4 Sensitivity analysis remove studies with over 20% attrition and no ITT (Child emotional problems: independent report).
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 5 Subgroup severity of conduct problems of child emotional problems: independent report.
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 6 Subgroup trial setting of child emotional problems: independent report.
Comparison 15 Parent training versus control meta‐analysis of child emotional problems: independent report, Outcome 7 Subgroup level of implementation fidelity: independent report.
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 1 Meta‐analysis of child cognitive ability: independent report.
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 2 Sensitivity analysis remove quasi‐randomised studies (Child cognitive ability: independent report).
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 3 Sensitivity analysis remove studies with inadequate blinding (Child cognitive ability: independent report).
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 4 Sensitivity analysis remove studies with no intention to treat analysis (Child cognitive ability: independent report).
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 5 Sensitivity analysis remove studies with attrition over 20% and no ITT (Child cognitive ability: independent report).
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 6 Sensitivity analysis remove studies with high risk of bias (Child cognitive ability: independent report).
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 7 Subgroup severity of conduct problems of child cognitive ability: independent report.
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 8 Subgroup trial setting of child cognitive ability: independent report.
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 9 Subgroup socioeconomic status of child cognitive ability: independent report.
Comparison 16 Parent training versus control meta‐analysis of child cognitive ability: independent report, Outcome 10 Subgroup level of implementation fidelity of child cognitive ability: independent report.
Comment in
-
Review: group-based behavioural and cognitive-behavioural parenting interventions are effective and cost-effective for reducing early-onset child conduct problems.Evid Based Ment Health. 2012 Aug;15(3):76. doi: 10.1136/ebmental-2012-100669. Epub 2012 Apr 25. Evid Based Ment Health. 2012. PMID: 22535560 No abstract available.
References
References to studies included in this review
Barkley 2000 {published and unpublished data}
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Braet 2009 {published and unpublished data}
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Edwards 2007 {published and unpublished data}
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Hutchings 2007a {published and unpublished data}
Kling 2010 {published and unpublished data}
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- Kling A, Forster M, Sundell K, Melin L. A randomised controlled effectiveness trial of parent management training with varying degrees of therapist support. Behavior Therapy 2010;41(4):530‐42. - PubMed
Larsson 2008 {published and unpublished data}
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Martin 2003 {published and unpublished data}
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McGilloway 2009 {published and unpublished data}
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Scott 2001a {published and unpublished data}
Webster‐Stratton 1984 {published and unpublished data}
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- Webster‐Stratton C. Randomised trial of two parent‐training programs for families with conduct‐disordered children. Journal of Consulting and Clinical Psychology 1984;52(4):666‐78. - PubMed
Webster‐Stratton 1988 {published and unpublished data}
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- Webster‐Stratton C, Kolpacoff M, Hollinsworth T. Self‐administered videotape therapy for families with conduct‐problem children: comparison with two cost‐effective treatments and a control group. Journal of Consulting and Clinical Psychology 1988;56(4):558‐66. - PubMed
Webster‐Stratton 1997 {published and unpublished data}
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Webster‐Stratton 2004a {published and unpublished data}
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- Webster‐Stratton C, Jamila Reid M, Hammond M. Treating children with early‐onset conduct problems: intervention outcomes for parent, child, and teacher training. Journal of Clinical Child and Adolescent Psychology 2004;33(1):105‐24. - PubMed
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Adesso 1981 {published data only}
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Baydar 2004 {published data only}
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Beelman 2003 {published data only}
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Behan 2001 {published data only}
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- Behan J, Fitzpatrick C, Sharry J, Carr A, Waldron B. Evaluation of the Parenting Plus Programme. Irish Journal of Psychology 2001;22(3‐4):238‐56.
Brotman 2008 {published data only}
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Chadwick 2001 {published data only}
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Chamberlain 2008 {published data only}
Chao 2006 {published data only}
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Chartier 2010 {published data only}
Christensen 1980 {published data only}
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- Christensen A, Johnsonb SM, Phillipsb S, Glasgow RE. Cost effectiveness in behavioral family therapy. Behavior Therapy 1980;11(2):208‐26.
Coard 2007 {published data only}
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Connolly 2001 {published data only}
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- Connolly L, Sharry J, Fitzpatrick C. Evaluation of a group treatment programme for parents of children with behavioural disorders. Child and Adolescent Mental Health 2001;6(4):159‐65.
Coughlin 2009 {published data only}
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Cunningham 1995 {published data only}
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Daly 1985 {published data only}
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- Daly RM, Holland CJ, Forrest PA, Fellbaum AG. Temporal generalization of treatment effects over a three‐year period for a parent training program: Directive Parental Counseling (DPC). Canadian Journal of Behavioural Science 1985;17(4):379‐88.
Dawson‐McClure 2005 {published data only}
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DeGarmo 2007 {published data only}
Dionne 2009 {published data only}
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- Dionne R, Davis B, Sheeber L, Madrigal L. Initial evaluation of a cultural approach to implementation of evidence‐based parenting interventions in American Indian communities. Journal of Community Psychology 2009;37(7):911‐21.
Dishion 1995 {published data only}
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Drugli 2009 {published data only}
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Eichelberger 2010 {published data only}
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Eyberg 1980b {published data only}
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Firestone 1980 {published data only}
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- Firestone P, Kelly MJ, Fike S. Are fathers necessary in parent training groups?. Journal of Clinical Child Psychology 1980;9(1):44‐7.
Forgatch 2009 {published data only}
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Foster 2007 {published data only}
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Foster 2008 {published data only}
Gallart 2005 {published data only}
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- Gallart SC, Matthey S. The effectiveness of Group Triple P and the impact of the four telephone contacts. Behaviour Change 2005;22(2):71‐80.
Griffin 2009 {published data only}
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- Griffin C, Guerin S, Sharry J, Drumm M. A multi‐centre controlled study of an early intervention parenting programme for young children with behavioural and developmental difficulties. International Journal of Clinical and Health Psychology 2010;10(2):279‐94.
Hahlweg 2010 {published data only}
Hampel 2010 {published data only}
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- Hampel OA, Schaadt AK, Hasmann SE, Petermann F, Holl R, Hasmann R. Evaluation of Stepping Stones Triple P: interims analysis of the Stepping‐Stones‐SPC‐Multicentric Study. Klinische Padiatrie 2010;222(1):18‐25. - PubMed
Hanisch 2010 {published data only}
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Harrington 2000 {published data only}
Hartung 2010 {published data only}
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- Hartung D, Hahlweg K. Strengthening parent well‐being at the work‐family interface: a German trial on workplace Triple P. Journal of Community and Applied Social Psychology 2010;20(5):404‐18.
Hoath 2002 {published data only}
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- Hoath FE, Sanders MR. A feasibility study of Enhanced Group Triple P ‐ Positive Parenting Program for parents of children with attention deficit hyperactivity disorder. Behaviour Change 2002;19(4):191‐206.
Hutchings 2002 {published data only}
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- Hutchings J, Appleton P, Smith M, Lane E, Nash S. Evaluation of two treatments for children with severe behaviour problems: child behaviour and maternal mental health outcomes. Behavioural and Cognitive Psychotherapy 2002;30(3):279‐95.
Hutchings 2004b {published data only}
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Ialongo 2001 {published data only}
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Irvine 1999 {published data only}
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- Irvine AB, Biglan A, Smolkowski K, Metzler CW, Ary DV. The effectiveness of a parenting skills program for parents of middle school students in small communities. Journal of Consulting and Clinical Psychology 1999;67(6):811‐25. - PubMed
Karoly 1977 {published data only}
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- Karoly P, Rosenthal M. Training parents in behavior modification: effects on perceptions of family interaction and deviant child behavior. Behavior Therapy 1977;8(3):406‐10.
Kazdin 1992 {published data only}
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- Kazdin AE, Siegel TC, Bass D. Cognitive problem‐solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology 1992;60(5):733‐47. - PubMed
Kim 2008 {published data only}
Kjøbli 2009 {published data only}
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Lauth 2007 {published data only}
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- Lauth GW, Grimm K, Otte AT. Behavior training exercises for parents: a study of effectiveness [Verhaltensübungen im elterntraining: eine studie zur differenzierten wirksamkeit im elterntraining]. Zeitschrift für Klinische Psychologie und Psychotherapie: Forschung und Praxis 2007;36(1):26‐35.
Lavigne 2008 {published data only}
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- Lavigne JV, LeBailly SA, Gouze KR, Cicchetti C, Pochyly J, Arend R, et al. Treating oppositional defiant disorder in primary care: a comparison of three models. Journal of Pediatric Psychology 2008;33(5):449‐61. - PubMed
Letarte 2010 {published data only}
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Leung 2009 {published data only}
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- Leung C, Tsang S, Heung K, Yiu I. Effectiveness of Parent‐Child Interaction Therapy (PCIT) among Chinese families. Research on Social Work Practice 2009;19(3):304‐13.
MacDonald 2005 {published data only}
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- Macdonald G, Turner W. An experiment in helping foster‐carers manage challenging behaviour. British Journal of Social Work 2005;35(8):1265‐82.
Magen 1994 {published data only}
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- Magen RH, Rose SD. Parents in groups ‐ problem‐solving versus behavioral skills training. Research on Social Work Practice 1994;4(2):172‐91.
McIntyre 2008 {published data only}
Mihalopoulos 2007 {published data only}
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- Mihalopoulos C, Sanders MR, Turner KMT, Murphy‐Brennan M, Carter R. Does the Triple P‐Positive Parenting Program provide value for money?. Australian and New Zealand Journal of Psychiatry 2007;41(3):239‐46. - PubMed
Mullin 1994 {published data only}
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- Mullin E, Quigley K, Glanville B. A controlled evaluation of the impact of a parent training programme on child behaviour and mothers' general well‐being. Counselling Psychology Quarterly 1994;7(2):167‐80.
Muntz 2004 {published data only}
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- Muntz R, Hutchings J, Edwards RT, Hounsome B, O'Céilleachair A. Economic evaluation of treatments for children with severe behavioural problems. Journal of Mental Health Policy and Economics 2004;7(4):177‐89. - PubMed
Nicholson 1999 {published data only}
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- Nicholson JM, Sanders MR. Randomised controlled trial of behavioral family intervention for the treatment of child behavior problems in stepfamilies. Journal of Divorce & Remarriage 1999;30(3‐4):1‐23.
Nixon 2004 {published data only}
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- Nixon RDV, Sweeney L, Erickson DB, Touyz SW. Parent‐Child Interaction Therapy: one‐ and two‐year follow‐up of standard and abbreviated treatments for oppositional preschoolers. Journal of Abnormal Child Psychology 2004;32(3):263‐71. - PubMed
Ogden 2008 {published data only}
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- Ogden T, Hagen KA. Treatment effectiveness of parent management training in Norway: a randomised controlled trial of children with conduct problems. Journal of Consulting and Clinical Psychology 2008;76(4):607‐21. - PubMed
Patterson 2002b {published data only}
Pfiffner 1990 {published data only}
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- Pfiffner LJ, Jouriles EN, Brown MM, Etscheidt MA, Kelly JA. Effects of problem‐solving therapy on outcomes of parent training for single‐parent families. Child & Family Behavior Therapy 1990;12(1):1‐11.
Pitts 2001 {unpublished data only}
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- Pitts RP. The effectiveness and acceptability of the modified effective Black parenting program with children exhibiting severe conduct problems. Dissertation Abstracts International: Section B: The Sciences and Engineering 2001; Vol. 62, issue 4‐B:2115.
Plant 2007 {published data only}
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