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
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
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.
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
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?”
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
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
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.
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
