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ViewAttendees 3

Symposia

Child / Adolescent - Externalizing

Session: Novel Targets and Enhancements to Behavioral Parent Training for Young Children At-Risk

1 - (SYM 141) Utilizing the Summer Treatment Program Model to Promote School Readiness in Young Children Living in Urban Poverty: An Examination of Parenting Outcomes

Sunday, November 19, 2023
10:30 AM – 12:00 PM PST
Location: Cowlitz (502), Level 5

Externalizing behavior problems (EBPs; e.g., inattention, hyperactivity/impulsivity, defiance, aggression) are among the most commonly reported concerns among preschoolers (Danielson et al., 2018). Left untreated, EBPs are associated with a host of adverse outcomes and can lead to clinical diagnoses including ADHD (Lee et al., 2008), with children from minoritized backgrounds being the most vulnerable (Mistry et al., 2008). Of critical concern, access to, and engagement in, quality mental health care for youth living in urban poverty is limited. Innovative efforts to engage families in early intervention are needed to ensure school success.

The goal of the current study was to understand the impact of a time-limited parenting program, the School Readiness Parenting Program (SRPP; Graziano et al., 2018) delivered in the context of a multimodal Summer Treatment Program for PreKindergarteners (STP-PreK; Graziano & Hart, 2016) transported and adapted for children and families living in urban poverty, on parenting outcomes via an open trial. Participants were the parents of 115 preschool children (71% male; 91% Black) with EBPs living in at or below the poverty line (80%). Participants received 7 weekly SRPP sessions. SRPP sessions follow a group Parent-Child Interaction Therapy (PCIT; Eyberg & Funderburk, 2011) framework enhanced with content focused on school readiness topics including managing homework time, promoting social-emotional functioning, and promoting academics. Outcomes were measured via attendance records, parent ratings (e.g., parenting practices, parenting stress, perceptions of education), and structured parent-child interactions (i.e., parent-child relationship, shared-book reading) collected pre-, post-, and six-months following the intervention.

Parent attendance was high (80%). Intervention results yield small to large effects on parent outcomes including perceived self-efficacy to help their child in school (d = .23), perceived knowledge/skills to help their child in school (d = .40), parenting stress (d = .34), observed shared-book reading skills (d’s = .16 to .53), and observed parenting skills (d’s=.54 to 1.21). Some of parents’ improvements in observed shared-book reading (d = .51) and parenting skills (d’s=.19 to .39) were maintained at 6-month follow up. Additional parenting outcomes and follow-up data will be incorporated in the presentation. Overall, the results support the promise of the STP-PreK model in enhancing parenting outcomes for young children living in urban poverty.