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Super Parent Super Kid Powerpoint Show


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  • 1. SuperParent, SuperKid!
  • 2. Did you know? Conduct disorder is a major mental health problem for at least 10% of school-age children
  • 3. It gets worse… Childhood behavior disorders have been associated with later drug and alcohol abuse, family violence, crime, and psychiatric disturbance Without intervention, about half of (Arnold, O’Leary, Wolff, & Acker, 1993). children who have behavior problems during preschool will continue to have those problems
  • 4. It gets worse… Multiple studies have found that some ineffective discipline techniques are associated with children’s aggression and delinquency. “Externalizing behavior problems of children become quite stable as early as 2 or 3, which suggests that prevention and early intervention efforts should begin long before
  • 5. Does this sound familiar?
  • 6. Does this sound familiar? We’re here to help parents who have children age 3-6 and who want to learn more effective discipline strategies to decrease their children’s externalizing
  • 7. The Logic Model
  • 8. Decreas Impro In-home Parent ed ved intervent outcome externali parenti ion s zing ng • Read the • Increased • Fewer behavio behavi manual confidence in tantrumsrs ors • Read text • Improved parenting reminders abilities family and • Email • Improved sibling questions parent-child relationships • Implement • Improved relationships strategies social ability
  • 9. Decreas Impro In-home Parent ed ved intervent outcome externali parenti ion s zing ng • Read the • Increased • Fewer behavio behavi manual confidence in tantrumsrs ors • Read text • Improved parenting reminders abilities family and • Email • Improved sibling questions parent-child relationships • Implement • Improved relationships strategies • Childsocial ability • Teacher • Time • Skill effectiveness characteristics: • Accessibility • Motivation and temperament, • Technological Interest physical/mental • Parent resources condition
  • 10. Theoretical Approaches • External control. Behavior modification occurs through reinforcement; often in the form of punishment or reward. • Relational. Behaviors will change Interventions focusing on when the relationship changes. improving the relationship not only treat existing problems, but also function in a preventative capacity. (Martinez & Forgatch, 2001)
  • 11. Theoretical Approaches The overall efficacy of 1. The severity of the any intervention problem program is dependent 2. Adherence to the upon one of two things: intervention concepts (Gmeinder and Kratchowill ,1998) This program is designed to address mild to moderate externalizing behaviors in It is not intendedand preschool-age toddlers to treat cognitive or behavioral disorders that necessitate professional psychiatric children.
  • 12. Types of Interventions
  • 13. In-Home Visits Effect sizes are higher in home-visited children than in those who are not. (Sweet & Applebaum, 2004) Programs involving practical, in-home training for parents
  • 14. Such as… Offering Practitioners parents an function as a opportunity to Providing sounding practice new guided, board and skills in a interactive open source natural models of of environment. parenting (Kaminski, Valle, Filene, & information. (Rotto & Kratochwill, Boyle, 2008) (Mackay, McLaughlin, 1994) Weber, & Derby, 2001)
  • 15. The Downside “… Without These programs continual can also be costly implementation, its and difficult to effectiveness [may implement. diminish] with time.” (Boescher & Sugawara, 1992, p. 202)
  • 16. In-Home Visits •Level of Success depends practitioner training largely on: •Parent and child involvement •Scheduling availability
  • 17. Self-Help Programs time- and cost-efficient little training flexibil require provide (Gmeinder & Kratchowill, 1 Knowledge of parenting practices or child development in and of itself has little influence on intervention effects. However, knowledge gained and applied in vivo increase effects on parent practices. (Kaminski, Valle, Filene, & Boyle, 2008)
  • 18. In-home program strengths + self-help program strengths SuperParent, SuperKid!
  • 19. Hybrid Approach • Home visits • Supplemental self-help resources – SuperParent, SuperKid! parenting manual – SuperParent, SuperKid! website • Featuring additional parenting information, ideas for relationship-building activities, parent discussion boards, and contact with practitioners – Reminders via email or text
  • 20. Visit 1
  • 21. VISIT 1 Practitioner observes the parent and child engaged in a ten-minute free play activity, followed by a five-minute directive task, evaluating parenting and child behaviors, using the Interpersonal Process Code. (Rusby, Estes, &, Dishion, 1991)
  • 22. Interpersonal Process Code (IPC) (Hersen, 2006 Activity Affect Content •Behavior Context or Emotional • Social setting tone (happy, caring, impact neutral, (positive, distress, negative, While the IPC isaversive, sad) neutral) oriented toward older children and adolescents, it is easy to modify the codes for age-
  • 23. VISIT 1 Following the observation and evaluation, the parent completes two questionnaires, examining child behaviors and parenting practices: – Child Behavior Checklist (Achenbach, 2000) – LIFT Parent Practices Interview (Webster-Stratton, 1998)
  • 24. Child Behavior Checklist (CBC)Problem Physical Socioemoti Language Developme onal Developme Behaviors nt Developme nt nt “Has “Acts too “Hits others” “Does your difficulty young for “Screams a child age” using the lot” spontaneously toilet” say words?” “Doesn’t get “Temper “Does you “Poorly along with tantrums” child combine coordinated or other clumsy” children” two or more words into phrases?”
  • 25. LIFT Parent Practices Interview (Webster-Stratton, 199 15-item self-report questionnaire evaluating parenting beliefs, practices, and discipline
  • 26. VISIT 1 The practitioner offers some brief, immediate feedback and reviews the SuperParent, SuperKid! parenting manual and website, answering any questions the parent may have. On the following day, the practitioner emails the parent more specific recommendations based on the results of all three evaluation measures, and
  • 27. Parenting Manual
  • 28. Once a tantrum is over and your child has calmed down, (and probably not immediately after) you have the opportunity to teach correct behavior. Describe the skill. “Kimmy, brushing 1. our teeth is something we have to do. I expect that you do it calmly and happily. If you scream, kick, or spit, you will go to timeout until you calm down.” 2. Explain why it is important. “Brushing helps keep our Look teeth clean and strong and keeps us from getting sick.” Inside! Model the skill. “See, Kimmy? This is 3. how we brush our teeth.” 4. Practice the skill. Do this when the child is emotionally prepared to do so. It also helps to do it with them. 5. Praise. When Kimmy brushes her teeth without having a tantrum, provide lots of immediate, positive feedback. “Great job, (Young, Black, Marchant, Mitchem, & West, 2000) Kimmy! Look how clean your teeth are! I’m
  • 29. Additional Resources •The SuperParent, SuperKid! website offers tools to augment lessons learned during home visits. • Parenting discussion boards •Ask a Clinician •Links to other parenting resources •Ideas for relationship-building activities. •Optional daily or weekly email or text message reminders from their practitioner
  • 30. Visit 2
  • 31. VISIT 2 Two weeks after the initial visit, the practitioner returns and directs the parent and child in three tasks, designed to evaluate: 1. Parent’s ability to attend to/praise positive behaviors and ignore mildly inappropriate behaviors. 2. Parent’s skill in delivering instructions to child 3. Parent’s performance in placing the child in timeout after serious misbehavior
  • 32. VISIT 2 The practitioner will then review each task with the parent, noting improvements from the first visit and offering further suggestions, referencing the manual.
  • 33. Visit 3
  • 34. VISIT 3 Four weeks after the second visit, the practitioner returns and observes the parent and child engaged in another ten-minute free play activity and a five- minute directive task, evaluating parenting and child behaviors, using the Interpersonal Process Code.
  • 35. VISIT 3 The parent will then complete the LIFT Interview and Child Behavior Checklist, as well as a program evaluation, reviewing their responses with the practitioner.
  • 36. Parent Program Evaluation Program effectiveness is evaluated in two primary ways: Differences in Parent satisfaction with measure results the intervention between first process and and final visit. outcomes. Changes in Child Behavior Checklist and LIFT Interview scores over time reflect successful generalization of program principles. (Gmeinder & Kratchowill, 1998)
  • 37. SuperParent, SuperKid! PLEASE FUND OUR PROGRAM Master your super Singer, 2006