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dc.contributor.advisorViolato, Claudio
dc.contributor.authorComfort, Colin Bryce
dc.date.accessioned2005-08-19T20:38:26Z
dc.date.available2005-08-19T20:38:26Z
dc.date.issued2003
dc.identifier.citationComfort, C. B. (2003). Evaluating the effectiveness of parent training to improve outcomes for young children: a meta-analytic review of the published research (Unpublished doctoral thesis). University of Calgary, Calgary, AB. doi:10.11575/PRISM/14662en_US
dc.identifier.isbn0612935248en
dc.identifier.urihttp://hdl.handle.net/1880/42284
dc.descriptionBibliography: p. 158-197.en
dc.description.abstractParent training has been frequently touted as a measure to reduce such problems as aggression, and child abuse and neglect, as well as to enhance developmental outcomes for all children, not just those at risk for future problems or those with identified problems. The preschool years have been targeted as an opportune juncture at which to train parents insofar as parents still wield much influence and problems may be resolved before becoming entrenched. However, despite the availability of a large number of parent training studies, few conclusions have been reached regarding the basic question, "What works for whom, when?" This meta-analysis evaluated the effectiveness of parent training for children between the ages two and five as a means to enhance child outcomes and examined variables related to the differential impact of parent training. 140 effects (106 controlled, 34 single group) from 94 studies were compiled. The overall mean effect of parent training (effect size = 0.51) was positive and highly significant. Effects were maintained at approximately one year (12.6 months on average) followup (effect size= 0.52). Greater effects were found for stand-alone PT programs and for programs with very low levels of attrition. When outcomes were limited to parent reports of child externalizing behaviour, better effects were found for: 1) referred, as opposed to community samples, 2) individual, as opposed to group formatted programs, and, 3) children identified with externalizing behaviour problems as opposed to children with no identified problem. Mixed findings emerged when type of sample was considered, such that indicated samples obtained better outcomes than selective samples on parent reports of externalizing behaviour but significantly worse outcomes on cognitive/language measures. When the theoretical orientation of programs was considered, there was no evidence of differential effectiveness. Various instructional techniques used in parent training were not differentially effective, with the exception of some evidence of enhanced effect when a "bug-in-the-ear" device was used. This meta-analysis strengthens conclusions in the current literature, and extends our understanding of theoretically and/or clinically relevant variables associated with effective parent training.
dc.format.extentxi, 202 leaves ; 30 cm.en
dc.language.isoeng
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.lccAC1 .T484 2003 C655en
dc.subject.lccAdditional copy: 370 EDC 2003 COMen
dc.titleEvaluating the effectiveness of parent training to improve outcomes for young children: a meta-analytic review of the published research
dc.typedoctoral thesis
dc.publisher.institutionUniversity of Calgaryen
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/14662
thesis.degree.nameDoctor of Philosophy
thesis.degree.namePhD
thesis.degree.disciplineApplied Psychology
thesis.degree.grantorUniversity of Calgary
dc.identifier.lccAC1 .T484 2003 C655en
dc.publisher.placeCalgaryen
ucalgary.thesis.notesUARCen
ucalgary.thesis.additionalcopy370 EDC 2003 COMen
ucalgary.thesis.uarcreleaseyen
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1430 520708865


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University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.