An Analysis of Training, Generalization, and Maintenance Effects of Primary Care Triple P for Parents of Preschool-Aged Children with Disruptive Behavior

  • Cynthia L. Boyle
  • Matthew R. Sanders
  • John R. Lutzker
  • Ronald J. Prinz
  • Cheri Shapiro
  • Daniel J. Whitaker
Original Article

Abstract

A brief primary care intervention for parents of preschool-aged children with disruptive behavior was assessed using a multiple probe design. Primary Care Triple P, a four session behavioral intervention was sequentially introduced within a multiple probe format to each of 9 families to a total of 10 children aged between 3 and 7 years (males = 4, females = 6). Independent observations of parent-child interaction in the home revealed that the intervention was associated with lower levels of child disruptive behavior both in a target training setting and in various generalization settings. Parent report data also confirmed there were significant reductions in intensity and frequency of disruptive behavior, an increase in task specific parental self-efficacy, improved scores on the Parent Experience Survey, and high levels of consumer satisfaction. All short-term intervention effects were maintained at four-month follow-up. Implications for the delivery of brief interventions to prevent conduct problems are discussed.

Keywords

Primary care Triple P Single case Parent training Child problem behavior Child disruptive behavior 

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Copyright information

© Springer Science+Business Media, LLC 2009

Authors and Affiliations

  • Cynthia L. Boyle
    • 1
  • Matthew R. Sanders
    • 2
  • John R. Lutzker
    • 3
  • Ronald J. Prinz
    • 4
  • Cheri Shapiro
    • 4
  • Daniel J. Whitaker
    • 3
  1. 1.Center for Behavioral Sciences, Inc.LawrenceUSA
  2. 2.Parenting and Family Support CenterThe University of QueenslandBrisbaneAustralia
  3. 3.Georgia State UniversityAtlantaUSA
  4. 4.University of South CarolinaColumbiaUSA

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