John Kjøbli1, Silje Hukkelberg, Terje Ogden. 1. The Norwegian Center for Child Behavioral Development, University of Oslo, P.O. Box 7053, Majorstuen, 0306 Oslo, Norway. john.kjobli@atferdssenteret.no
Abstract
OBJECTIVE: Group-based Parent Management Training, the Oregon model (PMTO, 12 sessions) was delivered by the regular staff of municipal child and family services. PMTO is based on social interaction learning theory and promotes positive parenting skills in parents of children with conduct problems. This study examined the effectiveness of the group-based training intervention in real world settings both immediately following and six months after termination of the intervention. METHODS:One hundred thirty-seven children (3-12 years) and their parents participated in this study. The families were randomly assigned to group-based training or a comparison group. Data were collected from parents and teachers. RESULTS: The caregiver assessments of parenting practices and child conduct problems and caregiver and teacher reported social competence revealed immediate and significant intervention effects. Short- and long-term beneficial effects were reported from parents, although no follow-up effects were evident on teacher reports. CONCLUSIONS: These effectiveness findings and the potential for increasing the number of families served to support the further dissemination and implementation of group-based parent training.
RCT Entities:
OBJECTIVE: Group-based Parent Management Training, the Oregon model (PMTO, 12 sessions) was delivered by the regular staff of municipal child and family services. PMTO is based on social interaction learning theory and promotes positive parenting skills in parents of children with conduct problems. This study examined the effectiveness of the group-based training intervention in real world settings both immediately following and six months after termination of the intervention. METHODS: One hundred thirty-seven children (3-12 years) and their parents participated in this study. The families were randomly assigned to group-based training or a comparison group. Data were collected from parents and teachers. RESULTS: The caregiver assessments of parenting practices and child conduct problems and caregiver and teacher reported social competence revealed immediate and significant intervention effects. Short- and long-term beneficial effects were reported from parents, although no follow-up effects were evident on teacher reports. CONCLUSIONS: These effectiveness findings and the potential for increasing the number of families served to support the further dissemination and implementation of group-based parent training.