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Meta-Analysis
. 2016 Aug 1;2016(8):CD003680.
doi: 10.1002/14651858.CD003680.pub3.

Group-based parent training programmes for improving emotional and behavioural adjustment in young children

Jane Barlow  1 , Hanna Bergman, Hege Kornør, Yinghui Wei, Cathy Bennett
Affiliations
Meta-Analysis

Group-based parent training programmes for improving emotional and behavioural adjustment in young children

Jane Barlow et al. Cochrane Database Syst Rev. .

Abstract

Background: Emotional and behavioural problems in children are common. Research suggests that parenting has an important role to play in helping children to become well-adjusted, and that the first few months and years are especially important. Parenting programmes may have a role to play in improving the emotional and behavioural adjustment of infants and toddlers, and this review examined their effectiveness with parents and carers of young children.

Objectives: 1. To establish whether group-based parenting programmes are effective in improving the emotional and behavioural adjustment of young children (maximum mean age of three years and 11 months); and2. To assess whether parenting programmes are effective in the primary prevention of emotional and behavioural problems.

Search methods: In July 2015 we searched CENTRAL (the Cochrane Library), Ovid MEDLINE, Embase (Ovid), and 10 other databases. We also searched two trial registers and handsearched reference lists of included studies and relevant systematic reviews.

Selection criteria: Two reviewers independently assessed the records retrieved by the search. We included randomised controlled trials (RCTs) and quasi-RCTs of group-based parenting programmes that had used at least one standardised instrument to measure emotional and behavioural adjustment in children.

Data collection and analysis: One reviewer extracted data and a second reviewer checked the extracted data. We presented the results for each outcome in each study as standardised mean differences (SMDs) with 95% confidence intervals (CIs). Where appropriate, we combined the results in a meta-analysis using a random-effects model. We used the GRADE (Grades of Recommendations, Assessment, Development, and Evaluation) approach to assess the overall quality of the body of evidence for each outcome.

Main results: We identified 22 RCTs and two quasi-RCTs evaluating the effectiveness of group-based parenting programmes in improving the emotional and behavioural adjustment of children aged up to three years and 11 months (maximum mean age three years 11 months).The total number of participants in the studies were 3161 parents and their young children. Eight studies were conducted in the USA, five in the UK, four in Canada, five in Australia, one in Mexico, and one in Peru. All of the included studies were of behavioural, cognitive-behavioural or videotape modelling parenting programmes.We judged 50% (or more) of the included studies to be at low risk for selection bias, detection bias (observer-reported outcomes), attrition bias, selective reporting bias, and other bias. As it is not possible to blind participants and personnel to the type of intervention in these trials, we judged all studies to have high risk of performance bias. Also, there was a high risk of detection bias in the 20 studies that included parent-reported outcomes.The results provide evidence that group-based parenting programmes reduce overall emotional and behavioural problems (SMD -0.81, 95% CI -1.37 to -0.25; 5 studies, 280 participants, low quality evidence) based on total parent-reported data assessed at postintervention. This result was not, however, maintained when two quasi-RCTs were removed as part of a sensitivity analysis (SMD -0.67, 95% CI -1.43 to 0.09; 3 studies, 221 participants). The results of data from subscales show evidence of reduced total externalising problems (SMD -0.23, 95% CI -0.46 to -0.01; 8 studies, 989 participants, moderate quality evidence). Single study results show very low quality evidence of reductions in externalising problems hyperactivity-inattention subscale (SMD -1.34; 95% CI -2.37 to -0.31; 19 participants), low quality evidence of no effect on total internalising problems (SMD 0.34; 95% CI -0.12 to 0.81; 73 participants), and very low quality evidence of an increase in social skills (SMD 3.59; 95% CI 2.42 to 4.76; 32 participants), based on parent-reported data assessed at postintervention. Results for secondary outcomes, which were also measured using subscales, show an impact on parent-child interaction in terms of reduced negative behaviour (SMD -0.22, 95% CI -0.39 to -0.06; 7 studies, 941 participants, moderate quality evidence), and improved positive behaviour (SMD 0.48, 95% CI 0.17 to 0.79; 4 studies, 173 participants, moderate quality evidence) as rated by independent observers postintervention. No further meta-analyses were possible. Results of subgroup analyses show no evidence for treatment duration (seven weeks or less versus more than eight weeks) and inconclusive evidence for prevention versus treatment interventions.

Authors' conclusions: The findings of this review, which relate to the broad group of universal and at-risk (targeted) children and parents, provide tentative support for the use of group-based parenting programmes to improve the overall emotional and behavioural adjustment of children with a maximum mean age of three years and 11 months, in the short-term. There is, however, a need for more research regarding the role that these programmes might play in the primary prevention of both emotional and behavioural problems, and their long-term effectiveness.

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Conflict of interest statement

  1. Jane Barlow: Receives royalties for a book entitled 'Keeping the Baby in Mind'. Jane is an Editor for the Cochrane Developmental, Psychosocial and Learning Problems Group (CDPLPG).

  2. Hanna Bergman: Works for Enhance Reviews Ltd. and was paid for her contribution to this review. Enhanced Reviews Ltd. is a private company that performs systematic reviews of literature and currently does not work with the pharmaceutical industry.

  3. Hege Kornør: Associate Editor for CDPLPG.

  4. Yinghui Wei: Statistical Editor for CDPLPG.

  5. Cathy Bennett: Proprietor of Systematic Research Ltd, a company providing research services, and is also an employee of that company. Cathy receives a consultancy fee for her contribution to other Cochrane reviews and work in evidence‐based medicine, which includes screening search results, extracting data, co‐ordinating research and drafting text and reports, etc., and travel expenses are paid by clients. However, for this review, she did not receive any payment or fee. Travel expenses are paid to Cathy for travel related to the review. She has worked as Review Group Co‐ordinator (Managing Editor) for the Cochrane Upper Gastrointestinal and Pancreatic Diseases Review Group in the past. Cathy does not perceive a conflict of interest but makes this statement in the interest of full disclosure. Cathy is a member of the data monitoring committee for Barrett's Oesophagus Surveillance Study (BOSS), a clinical trial of surveillance intervals for Barrett's oesophagus. This work is not related to review writing.

Figures

1
1
Study flow diagram.
2
2
Methodological quality graph: review authors' judgements about each methodological quality item presented as percentages across all included studies.
3
3
Methodological quality summary: review authors' judgements about each methodological quality item for each included study.
1.1
1.1. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 1 Emotional and behavioural problems (parent report).
1.2
1.2. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 2 Emotional and behavioural problems (teacher report): postintervention.
1.3
1.3. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 3 Externalising problems (parent report).
1.4
1.4. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 4 Externalising problems (teacher report).
1.5
1.5. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 5 Externalising problems (observer report): short‐term follow‐up (< 1 year).
1.6
1.6. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 6 Externalising problems subscales: hyperactivity‐inattention (parent report).
1.7
1.7. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 7 Externalising problems subscales ‐ hyperactivity‐inattention (observer report): short‐term follow‐up (< 1 year).
1.8
1.8. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 8 Internalising problems (parent report).
1.9
1.9. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 9 Internalising problems (teacher report).
1.10
1.10. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 10 Internalising problems (observer report): short‐term follow‐up (< 1 year).
1.11
1.11. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 11 Social skills (parent report).
1.12
1.12. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 12 Social skills (observer report).
1.13
1.13. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 13 Parent‐child interaction ‐ negative behaviour (observer report).
1.14
1.14. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 14 Parent‐child interaction ‐ negative behaviour (parent report): postintervention.
1.15
1.15. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 15 Parent‐child interaction ‐ positive behaviour (observer report).
1.16
1.16. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 16 Subgroup analyses at postintervention ‐ emotional and behavioural: duration of programmes.
1.17
1.17. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 17 Subgroup analyses at postintervention ‐ emotional and behavioural problems (parent report): by type of intervention.
1.18
1.18. Analysis
Comparison 1 Group‐based parent training programmes compared to control (postintervention), Outcome 18 Sensitivity analyses at postintervention ‐ emotional and behavioural problems (parent report): without quasi‐RCTs.
2.1
2.1. Analysis
Comparison 2 Sensitivity analysis 1 (ICC = 0), Outcome 1 Externalising problems (parent report).
2.2
2.2. Analysis
Comparison 2 Sensitivity analysis 1 (ICC = 0), Outcome 2 Externalising problems (teacher report).
2.3
2.3. Analysis
Comparison 2 Sensitivity analysis 1 (ICC = 0), Outcome 3 Externalising problems subscales ‐ hyperactivity‐inattention (parent report).
2.4
2.4. Analysis
Comparison 2 Sensitivity analysis 1 (ICC = 0), Outcome 4 Internalising problems (teacher report).
2.5
2.5. Analysis
Comparison 2 Sensitivity analysis 1 (ICC = 0), Outcome 5 Parent‐child interaction ‐ negative behaviour (observer report).
3.1
3.1. Analysis
Comparison 3 Sensitivity analysis 2 (ICC = 0.02), Outcome 1 Externalising problems (parent report).
3.2
3.2. Analysis
Comparison 3 Sensitivity analysis 2 (ICC = 0.02), Outcome 2 Externalising problems (teacher report).
3.3
3.3. Analysis
Comparison 3 Sensitivity analysis 2 (ICC = 0.02), Outcome 3 Externalising problems subscales ‐ hyperactivity‐inattention (parent report).
3.4
3.4. Analysis
Comparison 3 Sensitivity analysis 2 (ICC = 0.02), Outcome 4 Internalising problems (teacher report).
3.5
3.5. Analysis
Comparison 3 Sensitivity analysis 2 (ICC = 0.02), Outcome 5 Parent‐child interaction ‐ negative behaviour (observer report).
4.1
4.1. Analysis
Comparison 4 Sensitivity analysis 3 (ICC = 0.1), Outcome 1 Externalising problems (parent report).
4.2
4.2. Analysis
Comparison 4 Sensitivity analysis 3 (ICC = 0.1), Outcome 2 Externalising problems (teacher report).
4.3
4.3. Analysis
Comparison 4 Sensitivity analysis 3 (ICC = 0.1), Outcome 3 Externalising problems subscales ‐ hyperactivity‐inattention (parent report).
4.4
4.4. Analysis
Comparison 4 Sensitivity analysis 3 (ICC = 0.1), Outcome 4 Internalising problems (teacher report).
4.5
4.5. Analysis
Comparison 4 Sensitivity analysis 3 (ICC = 0.1), Outcome 5 Parent‐child interaction ‐ negative behaviour (observer report).
See this image and copyright information in PMC

Update of

References

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Fleming 2002 {published data only}
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Forgatch 1979 {published data only}
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Formiga 2004 {published data only}
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Fujiwara 2011 {published data only}
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Glazebrook 2007 {published data only}
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Gross 2014 {published data only}
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Harris 1989 {published data only}
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Hawkins‐Walsh 2007 {published data only}
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Helfenbaum‐Kun 2007 {published data only}
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Hutchings 2008 {published data only}
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Johnson 1981 {published data only}
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Kalymon 2009 {published data only}
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Kern 2007 {published data only}
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Lambermon 1989 {published data only}
    1. Lambermon MWE, IJzendoorn MH. Influencing mother‐infant interaction through videotaped or written instruction: evaluation of a parent education program. Early Childhood Research Quarterly 1989;4(4):449‐58.
Letourneau 2001 {published data only}
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Leung 2014 {published data only}
    1. Leung C, Sanders M, Fung B, Kirby J. The effectiveness of the Grandparent Triple P program with Hong Kong Chinese families: a randomized controlled trial. Journal of Family Studies 2014;20(2):104‐17.
Markie‐Dadds 2006 {published data only}
    1. Markie‐Dadds C, Sanders MR. Self‐directed Triple P (Positive Parenting Program) for mothers with children at‐risk of developing conduct problems. Behavioural and Cognitive Psychotherapy 2006; Vol. 34, issue 3:259‐75. [DOI: 10.1017/S1352465806002797] - DOI
Mazza 2002 {published data only}
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McBride 1991a {published data only}
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McDade 1998 {published data only}
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McGoey 2005 {published data only}
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Melhuish 2007 {published data only}
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Mendelsohn 2007 {published data only}
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Minkovitz 2003 {published data only}
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Moxley‐Haegert 1983 {published data only}
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Neef 1995 {published data only}
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Nurcombe 1984 {published data only}
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O'Brien Caughy 2004 {published data only}
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Ostergren 2003 {published data only}
    1. Ostergren C. Evaluation of a Temperament‐Based Parenting Program: Factors Affecting Program Usefulness, Ease of Understanding, Preferred Amount of Materials and Parental Attitudes [PhD thesis]. Vol. 64, Madison: University of Wisconsin, 2003.
Oswalt 2013 {published data only}
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Owen 2007 {published data only}
    1. Owen PL. Fostering Preschooler Attachment and Development through a Relationship‐Based Group Parent‐Training Program [PhD thesis]. Fresno, California: Alliant International University, 2007.
Perez‐Nieves 2001 {published data only}
    1. Perez‐Nieves L. A Comparative Study of REBT/Parent Training Versus Parent Training with Hispanic Parents of Exceptional Preschoolers [PhD thesis]. New York: St. John's Univeristy, 2001.
Perou 2012 {published data only}
    1. Perou R, Elliott MN, Visser SN, Claussen AH, Scott KG, Beckwith LH, et al. Legacy for Children TM: a pair of randomized controlled trials of a public health model to improve developmental outcomes among children in poverty. BMC Public Health 2012;12:691. [DOI: 10.1186/1471-2458-12-691] - DOI - PMC - PubMed
Pisterman 1989 {published data only}
    1. Pisterman S, McGrath P, Firestone P, Goodman JT, Webster I, Mallory R. Outcome of parent‐mediated treatment of preschoolers with attention deficit disorder with hyperactivity. Journal of Consulting and Clinical Psychology 1989;57(5):628‐35. [PUBMED: 2794183] - PubMed
Pitts 2001 {published data only}
    1. 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;62:2115.
Plant 2007 {published data only}
    1. Plant K, Sanders M. Reducing problem behavior during care‐giving in families of preschool‐aged children with developmental disabilities. Research in Developmental Disabilities 2007; Vol. 28, issue 4:362‐85. [PUBMED: 16781115] - PubMed
Puckering 1994 {published data only}
    1. Puckering C, Rogers J, Mills M, Cox AD, Raff MM‐G. Process and evaluation of a group intervention for mothers with parenting difficulties. Child Abuse Review 1994;3(4):299‐310. [DOI: 10.1002/car.2380030409] - DOI
Quinn 2007 {published data only}
    1. Quinn M, Carr A, Carroll L, O'Sullivan D. Parents Plus Programme 1: evaluation of its effectiveness for pre‐school children with developmental disabilities and behavioural problems. Journal of Applied Research in Intellectual Disabilities 2007; Vol. 20, issue 4:345‐59. [DOI: 10.1111/j.1468-3148.2006.00352.x] - DOI
Rapee 2005 {published data only}
    1. Rapee R, Kennedy S, Ingram M, Edwards S, Sweeney L. Prevention and early intervention of anxiety disorders in inhibited preschool children. Journal of Consulting and Clinical Psychology 2005; Vol. 73, issue 3:488‐97. [PUBMED: 15982146] - PubMed
Reedtz 2011 {published data only}
    1. Reedtz C, Handegård BH, Mørch WT. Promoting positive parenting practices in primary pare: outcomes and mechanisms of change in a randomized controlled risk reduction trial. Scandinavian Journal of Psychology 2011;52(2):131‐7. [PUBMED: 21121925 ] - PubMed
Roosa 1983 {published data only}
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Routh 1995 {published data only}
    1. Routh CP, Hill JW, Steele H, Elliot CE, Dewey ME. Maternal attachment status, psychosocial stressors and problem behaviour: follow‐up after parent training courses for conduct disorder. Journal of Child Psychology and Psychiatry, and Allied Disciplines 1995;36(7):1179‐98. [PUBMED: 8847379 ] - PubMed
Sanders 2000 {published data only}
    1. Sanders MR, Markie‐Dadds C, Tully LA, Bor W. The Triple P‐positive parenting program: a comparison of enhanced, standard, and self‐directed behavioral family intervention for parents of children with early onset conduct problems. Journal of Consulting and Clinical Psychology 2000;68(4):624‐40. [PUBMED: 10965638] - PubMed
Sanders 2004 {published data only}
    1. Sanders MR, Pidgeon A, Gravestock F, Connors M, Brown S, Young R. Does parental attributional retraining and anger management enhance the effects of the triple P‐positive parenting program with parents at risk of child maltreatment?. Behavior Therapy 2004; Vol. 35, issue 3:513‐35. [DOI: 10.1016/S0005-7894(04)80030-3] - DOI
Sanders 2007 {published data only}
    1. Sanders M, Bor W, Morawska A. Maintenance of treatment gains: a comparison of enhanced, standard, and self‐directed Triple P‐Positive Parenting Program. Journal of Abnormal Child Psychology 2007; Vol. 35, issue 6:983‐98. [PUBMED: 17610061] - PubMed
Schachman 2001 {published data only}
    1. Schachman KA. Baby Boot Camp: Facilitating Maternal Role Adaptation in Military Wives [PhD thesis]. St Louise, Missouri: University of Missouri, 2001.
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    1. Schappin R, Wijnroks L, Venema MU, Wijnberg‐Williams B, Veenstra R, Koopman‐Esseboom C, et al. Brief parenting intervention for parents of NICU graduates: a randomized, clinical trial of Primary Care Triple P. BMC Pediatrics 2013;13:69. [DOI: 10.1186/1471-2431-13-69] - DOI - PMC - PubMed
Shaw 2006 {published data only}
    1. Shaw D, Dishion T, Supplee L, Gardner F, Arnds K. Randomized trial of a family‐centered approach to the prevention of early conduct problems: 2‐year effects of the family check‐up in early childhood. Journal of Consulting and Clinical Psychology 2006; Vol. 74, issue 1:1‐9. [PUBMED: 16551138] - PubMed
Sheeber 1994 {published data only}
    1. Sheeber LB, Johnson JH. Evaluation of a temperament‐focused, parent‐training program. Journal of Clinical Child Psychology 1994;23(3):249‐59. [DOI: 10.1207/s15374424jccp2303_3] - DOI
Shelton 2000 {published data only}
    1. Shelton TL, Barkley RA, Crosswait C, Moorehouse M, Fletcher K, Barrett S, et al. Multimethod psychoeducational intervention for preschool children with disruptive behavior: two‐year post‐treatment follow‐up. Journal of Abnormal Child Psychology 2000;28(3):253‐66. [PUBMED: 10885683] - PubMed
Shrewsberry 1978 {published data only}
    1. Shrewsberry RD. Assignment completion in group parent training. Dissertation Abstracts International 1978;38:4739.
Siegert 1980 {published data only}
    1. Siegert FE, Yates BT. Behavioral child‐management cost‐effectiveness: a comparison of individual in‐office, individual in‐home, and group delivery systems. Evaluation & the Health Professions 1980;3(2):123‐52. [DOI: 10.1177/016327878000300201] - DOI
Sonuga‐Barke 2001 {published data only}
    1. Sonuga‐Barke E, Daley D, Thompson M, Laver‐Bradbury C, Weeks A. Parent‐based therapies for preschool attention‐deficit/hyperactivity disorder: a randomized, controlled trial with a community sample. Journal of the American Academy of Child and Adolescent Psychiatry 2001; Vol. 40, issue 4:402‐8. [PUBMED: 11314565] - PubMed
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    1. Sonuga‐Barke E, Thompson M, Daley D, Laver‐Bradbury C. Parent training for Attention Deficit/Hyperactivity Disorder: is it as effective when delivered as routine rather than as specialist care?. British Journal of Clinical Psychology 2004; Vol. 43, issue Pt 4:449‐57. [PUBMED: 15530214] - PubMed
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Strayhorn 1989 {published data only}
    1. Strayhorn JM, Weidman CS. Reduction of attention deficit and internalizing symptoms in preschoolers through parent‐child interaction training. Journal of the American Academy of Child and Adolescent Psychiatry 1989;28(6):888‐96. Erratum in: Journal of the American Academy of Child and Adolescent Psychiatry 1990 29(2):314. [PUBMED: 2808259] - PubMed
Taylor 1997 {published data only}
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Thomas 1977 {published data only}
    1. Thomas CA. The effectiveness of two child management training procedures for high and low educational level parents of emotionally disturbed children. Dissertation Abstracts International 1977;37:7652‐3.
Trillingsgaard 2015 {published data only}
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Turner 1994 {published data only}
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Vogel 2000 {published data only}
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References to studies awaiting assessment

Farzadfard 2008 {published data only}
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Herbert 2007 {published data only}
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ISRCTN39288126 {published data only}
    1. McCann DC, Thompson M, Daley D, Barton J, Laver‐Bradbury C, Hutchings J, et al. Study protocol for a randomized controlled trial comparing the efficacy of a specialist and a generic parenting programme for the treatment of preschool ADHD. Trials 2014;15:142. [DOI: 10.1186/1745-6215-15-142] - DOI - PMC - PubMed
ISRCTN88988596 {published data only}
    1. Ramsauer B, Lotzin A, Mühlhan C, Romer G, Nolte T, Fonagy P, et al. A randomized controlled trial comparing Circle of Security Intervention and treatment as usual as interventions to increase attachment security in infants of mentally ill mothers: study protocol. BMC Psychiatry 2014; Vol. 14:24. [DOI: 10.1186/1471-244X-14-24] - DOI - PMC - PubMed
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Schlarb 2012 {published data only}
    1. Schlarb AA, Brandhorst I. Mini‐KiSS ‐ Effectiveness of a parent sleep training for toddlers and young children. Journal of Sleep Research. Proceedings of the 21st Congress of the European Sleep Research Society; 2012 September 4‐8; Paris, France 2012;21(Suppl s1):302.
Wang 2000 {published data only}
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Zhu 2014 {published data only}
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References to ongoing studies

ISRCTN11079129 {published data only}
    1. ISRCTN11079129. Enhancing social and emotional health in the early years. http://www.isrctn.com/ISRCTN11079129 (accessed 14 March 2016).
ISRCTN16513449 {published data only}
    1. Salari R, Fabian H, Prinz R, Lucas S, Feldman I, Fairchild A, et al. The Children and Parents in Focus project: a population‐based cluster‐randomised controlled trial to prevent behavioural and emotional problems in children. BMC Public Health 2013; Vol. 13:961. [PUBMED: 24131587] - PMC - PubMed
ISRCTN17488830 {published data only}
    1. McGilloway S. A controlled trial, cost‐effectiveness and process evaluation of a group‐based early parenting intervention to improve parental competence and infant wellbeing for parents and infants (aged 0‐2). ICTRP 2015.

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